Fun Math 2

MATH 10032
Fundamental Mathematics II
http://www.math.kent.edu/ebooks/10032/Fun-Math-2.pdf
Department of Mathematical Sciences
Kent State University
December 29, 2008
2
Contents
1 Fundamental Mathematics II 5
1.1 Counterexamples . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.2 Integer Exponents . . . . . . . . . . . . . . . . . . . . . . . . 9
1.3 Scientic Notation Application of Exponents . . . . . . . . 25
1.4 Polynomials . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
1.5 Properties of Equality and Linear Equations . . . . . . . . . . 38
1.6 Applications of Linear Equations: Geometry . . . . . . . . . . 49
1.7 Applications of Linear Equations: Percents . . . . . . . . . . 59
1.8 Applications of Linear Equations: Proportions . . . . . . . . 68
1.9 Linear Inequalities . . . . . . . . . . . . . . . . . . . . . . . . 74
1.10 Nonlinear Equations and Inequalities . . . . . . . . . . . . . . 83
1.11 Equations in Two Variables . . . . . . . . . . . . . . . . . . . 93
1.12 Deriving Common Formulas in Two Variables . . . . . . . . . 106
A Formulas 113
B Answers to Exercises 117
B.1 Counterexamples . . . . . . . . . . . . . . . . . . . . . . . . . 117
B.2 Integer Exponents . . . . . . . . . . . . . . . . . . . . . . . . 118
B.3 Scientic Notation . . . . . . . . . . . . . . . . . . . . . . . . 119
B.4 Polynomials . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
B.5 Linear Equations . . . . . . . . . . . . . . . . . . . . . . . . . 121
B.6 Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
B.7 Percents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
B.8 Proportions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
B.9 Linear Inequalities . . . . . . . . . . . . . . . . . . . . . . . . 123
B.10 Nonlinear Equations and Inequalities . . . . . . . . . . . . . 124
B.11 Linear Equations in Two Variables . . . . . . . . . . . . . . . 125
B.12 Common Formulas . . . . . . . . . . . . . . . . . . . . . . . . 128
3
4 CONTENTS
Chapter 1
Fundamental Mathematics II
1.1 Counterexamples
The validity or falsehood of a mathematical statement is important. State-
ments that are true can be used to show further mathematical properties.
Some statements that are false are common mistakes that need to be avoided.
A counterexample is an example that refutes or disproves a statement. In
mathematics, counterexamples are often used to determine the legitimacy of
possible theorems. For example, it was discussed in Fundamental Mathemat-
ics I that subtraction is not commutative. (Click here to review properties
of real numbers from FM1) This means that the following statement is false:
For all real numbers a and b, a b = b a. Here is a counterexample:
5 3 = 3 5 (because 5 3 = 2 and 3 5 = 2 but 2 = 2).
Counterexamples can be used to illustrate a number of common mistakes
individuals make. Familiarity with counterexamples can help eliminate these
mistakes.
Example 1 Determine whether the associative property holds for subtrac-
tion. That is, determine whether a(bc) = (ab)c for all real numbers
a, b, and c.
Solution 1
Note, there are many dierent counterexamples. Let a = 7, b =
2, and c = 4. Then
a (b c) = 7 (2 4) = 7 (2) = 9.
5
6 CHAPTER 1. FUNDAMENTAL MATHEMATICS II
However,
(a b) c = (7 2) 4 = 5 4 = 1.
Hence,
a (b c) = (a b) c.
Practice 1 Determine whether the associative property holds for division.
In other words, is it true or false that
a (b c) = (a b) c
for all real numbers a, b, and c. (Answer on page 7.)
Remember, if you can nd one counterexample, then the statement is
false. However, if you can nd one example where the property holds, this
does not mean that the statement is true. We can show a property is not
true with a counterexample; however, we cannot show a property is true
with an example. Proving a property is true requires more work. The next
example illustrates a common mistake.
Example 2 Determine if

a + b =
a +
b for all real numbers a and b.

Solution 2
If it is not true, then we need to nd a counterexample. Let a = 4
and b = 9. Then

a + b =

4 + 9 =

13. On the other hand,
a +
b =

4 +
9 = 2 + 3 = 5. Hence, we have just shown

that

a + b =
a +
b for all a and b.

If a = 9 and b = 0, then the previous statement would be true. This is
why an example will not be sucient in proving that a property is true.
Practice 2 Determine whether it is true or false that |a b| = |a| |b| for
all real numbers a and b. (Answer on page 7.)
We can also use counterexamples to investigate fractions further. Recall
that
a+b
c
=
a
c
+
b
c
. However, can we still rewrite the fraction if the sum
occurs in the denominator rather than in the numerator?
Example 3 Determine if
1
a + b
=
1
a
+
1
b
for all real numbers a and b.
1.1. COUNTEREXAMPLES 7
Solution 3 Let us consider a = 1 and b = 2. Then
1
a+b
=
1
1+2
=
1
3
which is a fraction less than one. However,
1
a
+
1
b
=
1
1
+
1
2
=
3
2
which is denitely larger than one. Therefore,
1
a+b
=
1
a
+
1
b
for all real numbers a and b.
Practice 3 Determine whether it is true or false that
a+b
c+d
=
a
c
+
b
d
for all
real numbers a, b, c, and d. (Answer on page 7.)
ANSWERS TO PRACTICE PROBLEMS
1. False; Let a = 8, b = 4, and c = 2. Then
a (b c) = 8 (4 2) = 8 2 = 4
and
(a b) c = (8 4) 2 = 2 2 = 1.
2. False; Let a = 7 and b = 5. Then |ab| = |7(5)| = |12| = 12 and |a| |b| = |7| | 5| = 75 = 2.
Note that |a b| is always positive; whereas, |a| |b| could be negative.
3. False; Let a = 2, b = 1, c = 4, and d = 2. Then
a+b
c+d
=
2+1
4+2
=
3
6
=
1
2
and
a
c
+
b
d
=
2
4
+
1
2
=
1
2
+
1
2
= 1.
SECTION 1.1 EXERCISES
(Answers are found on page 117.)
1. The distributive property holds for multiplication over addition. Is
there a distributive property for addition over multiplication? In other
words, is it true that a + (b c) = (a + b) (a + c) for all real numbers
a, b, and c?
In #2#14, determine if the following statements are true or false.
If the statement is false, give a counterexample.
2. a (b c) = (ab) (ac)
3. a b c = a c b
4. a (b c) = a b c
5. (a b) c = a b c
6. a b c = a (b c)
7.
ab
cd
=
a
c

b
d
8. 1x = x
9.
x
2
=
1
2
x
10. a (x + 1) (x 2) = (ax + a) (ax 2a)
11. |a + b| = |a| +|b|
12. a (b c) = (a b) (a c)
13. a (b c) = ab ac
14. a b + c = a + c b
15. (2b)
3
= 2b
3
(Click here to review exponents from FM1)
16. (ab)
2
= ab
2
17. (a) Show by counterexample that (a + b)
2
= a
2
+ b
2
.
(b) Are there any integer values of n for which (a + b)
n
= a
n
+ b
n
?
(c) Are there any integer values of a or b for which (a + b)
n
= a
n
+b
n
?
1.2. INTEGER EXPONENTS 9
1.2 Integer Exponents
Recall that exponents can be used for repeated multiplication. (Click here
to review exponents from FM1) For example,
3
4
= 3 3 3 3
. .
4 factors
where 3 is the base, 4 is the exponent, and 3
4
is a power. The termpower
is also used to refer to just the exponent itself. An algebraic expression
containing exponents is an exponential expression. When working with
exponents it is very important to determine the base.
Example 1 Determine the base of each exponential expression and evalu-
ate.
(a) 2
4
(b) (2)
4
(c) 2
4
Solution 1
(a) Here 2 is the base and 4 is the exponent. Hence,
2
4
= 2 2 2 2 = 16.
(b) Now, 2 is the base while 4 is still the exponent. Thus,
(2)
4
= 2 2 2 2 = 16.
(c) It is important to note that 2 is the base. The lack of paren-
theses shows that the exponent of 4 applies only to that base
of 2 and not 2. Therefore,
2
4
= 1 2 2 2 2 = 16.
CAUTION: a
n
and (a)
n
do not always yield the same an-
swers. While both have n as the exponent, a
n
has base a;
whereas, (a)
n
has base a.
Practice 1 Evaluate each expression. (Answers on page 21 )
(a) 4
2
(b) (4)
2
(c) 3
3
(d) (3)
3
We next would like to develop the exponent rules for the integer expo-
nents. To do this, we will begin with positive integer exponents and recall
our denition of exponents as repeated multiplication. Consider,
3
2
3
5
= 3 3
..
2 factors
3 3 3 3 3
. .
5 factors
= 3 3 3 3 3 3 3
. .
7 factors
= 3
7
Also,
7
4
7
5
= 7 7 7 7
. .
4 factors
7 7 7 7 7
. .
5 factors
= 7 7 7 7 7 7 7 7 7
. .
9 factors
= 7
9
We see that 3
2
3
5
= 3
2+5
= 3
7
and 7
4
7
5
= 7
4+5
= 7
9
. This suggests
that when we multiply like bases we add the exponents. This is the product
rule for exponents.
Product Rule for Exponents: Let m and n be integers. Then for
any real number a,
a
m
a
n
= a
m+n
.
(When multiplying powers with like bases, we keep the base and
add the exponents.)
CAUTION: The bases must be the same before applying the
product rule for exponents. For example, x
2
y
4
= (xy)
6
. Re-
member, keep the base the same and only add the exponents.
DO NOT multiply the bases together. For example, 3
2
3
4
= 9
6
;
instead 3
2
3
4
= 3
2+4
= 3
6
.
Example 2 Use the rules of exponents to simplify each product.
(a) 5
4
5
9
(b) (2)
2
(2)
3
(c) 3
2
3
6
3
7
(d) x
3
x
2
x
4
Solution 2
(a) 5
4
5
9
= 5
4+9
= 5
13
(b) (2)
2
(2)
3
= (2)
2+3
= (2)
5
= 32
(c) 3
2
3
6
3
7
= 3
2+6+7
= 3
15
(d) x
3
x
2
x
4
= x
3+2+4
= x
9
Practice 2 Use the rules of exponents to simplify each product. (Answers
on page 21 )
(a) 2
4
2
5
(b) 7
2
7
3
7
6
(c) y
5
y
9
y
2
We use the commutative and associative properties to multiply more
complicated expressions.
(a) 2x
4
5x
3
(b) (x
3
y
5
)(x
5
y
8
)
(c) (2x
4
y
7
)(3x
5
y
2
)(4xy
5
)
Solution 3
(a) 2x
4
5x
3
= (2 5)
_
x
4
x
3
_
= 10x
7
(b) (x
3
y
5
)(x
5
y
8
) =
_
x
3
x
5
_ _
y
5
y
8
_
= x
8
y
13
(c) (2x
4
y
7
)(3x
5
y
2
)(4xy
5
) = (2 3 4)
_
x
4
x
5
x
_ _
y
7
y
2
y
5
_
= 24x
10
y
14
Practice 3 Use the rules of exponents to simplify each expression. (Answers
on page 21 )
(a) (2x
3
y
2
z
5
)(4xy
9
z
2
)
(b) (4x
4
y
5
)(3x
2
y)(5x
3
y
4
)
Now that we know the product rule for exponents, let us examine what
happens when we have a base to a power raised to another power. For
example, consider (3
4
)
3
and (5
3
)
4
. Using the denition of an exponent along
with the product rule for exponents, we get
(3
4
)
2
= 3
4
3
4
. .
2 factors
= 3
4+4
= 3
8
and
(5
3
)
4
= 5
3
5
3
5
3
5
3
. .
4 factors
= 5
3+3+3+3
= 5
12
.
Notice in the rst example, the product of the exponents, namely 4 2, gives
us the exponent in the answer. In the second example, 3 4 gives us the ex-
ponent of 12 in the answer. This leads us to our next property of exponents.
Power Rule for Exponents: Let m and n be integers. Then for
any real number a,
(a
m
)
n
= a
mn
.
(When raising a base to a power to another power, we multiply the
exponents.)
CAUTION: The powers are to be multiplied together. Do not
raise the power inside the parenthesis to the outside power. We
will see in the exercises that these are not the same.
(a) (4
3
)
4
(b) (2
5
)
4
(c) (x
5
)
3
(x
4
)
2
(d) (2
3
)
2
(2
6
)
3
(2
5
)
4
Solution 4
(a) (4
3
)
4
= 4
34
= 4
12
(b) (2
5
)
4
= 2
54
= 2
20
(c) (x
5
)
3
(x
4
)
2
= x
53
x
42
= x
15
x
8
= x
15+8
= x
23
(d) (2
3
)
2
(2
6
)
3
(2
5
)
4
= 2
32
2
63
2
54
= 2
6
2
18
2
20
= 2
6+18+20
= 2
44
on page 21 )
(a)
_
y
2
_
5
_
y
6
_
2
_
y
3
_
4
(b)
_
3
2
_
3
_
3
4
_
2
If we recall our commutative and associative rules for multiplication we
can obtain two more power rules for exponents. Consider
(2x)
3
= (2x)(2x)(2x)
= 2 2 2 x x x
= 2
3
x
3
= 8x
3
and
(2x
4
)
3
= (2x
4
)(2x
4
)(2x
4
)
= 2 2 2 x
4
x
4
x
4
= 2
3
x
4+4+4
= 8x
12
Notice in the second example that 2
3
= 8 and (x
4
)
3
= x
12
. This leads
to our second power rule for exponents.
Product to a Power Rule for Exponents: Let n be any integer.
Then for any real numbers a and b,
(ab)
n
= a
n
b
n
.
(When we raise a product to a power, we raise each factor to the
given power.)
CAUTION: Raising a Product to a Power Rule for Exponents
does NOT apply to a sum. For example, (3 +4)
2
= 7
2
= 49 but
3
2
+ 4
2
= 9 + 16 = 25. Hence, (3 + 4)
2
= 3
2
+ 4
2
.
Furthermore, using our properties of fractions we can obtain the third
power rule of exponents. Consider
_
2
3
_
4
=
2
3

2
3

2
3

2
3
=
2 2 2 2
3 3 3 3
=
2
4
3
4
=
16
84
.
The resulting rule is stated below.
Quotient to a Power Rule for Exponents: Let n be any integer.
Then for any real numbers a and b where b = 0,
_
a
b
_
n
=
a
n
b
n
.
(When we raise a quotient to a power, we raise both the numerator
and denominator to the given power.)
Example 5 Use the rules of exponents to simplify each expression. Assume
all variables represent non-zero real numbers.
(a)
_
x
2
y
3
_
5
(b)
_
x
2
y
3
_
4
x
5
(c)
_
x
7
y
3
_
3
_
x
2
y
5
_
2
(d) (2x
2
)
3
_
1
2
x
5
_
2
_
4x
6
_
Solution 5
(a)
_
x
2
y
3
_
5
= (x
2
)
5
(y
3
)
5
= x
25
y
35
= x
10
y
15
(b)
_
x
2
y
3
_
4
x
5
=
(x
2
)
4
(y
3
)
4
x
5
=
x
8
x
5
y
12
=
x
8+5
y
12
=
x
13
y
12
(c)
_
x
7
y
3
_
3
_
x
2
y
5
_
2
=
(x
7
)
3
(y
3
)
3
(x
2
)
2
(y
5
)
2
=
x
21
y
9

x
4
y
10
=
x
21+4
y
9+10
=
x
25
y
19
(d) (2x
2
)
3
_
1
2
x
5
_
2
_
4x
6
_
= 2
3
(x
2
)
3
_
1
2
_
2
(x
5
)
2
4x
6
= 8
1
4
4 x
6
x
10
x
6
= 8x
6+10+6
= 8x
22
on page 21 )
(a)
_
2x
3
y
2
z
_
2
(b)
_
y
2
z
x
4
_
3
_
z
2
y
x
3
_
4
(c)
_
3x
3
_
3
_
1
3
x
4
_
2
_
3x
2
_
Now that we have discussed the positive integers we need to discuss the
nonpositive integer exponents. We begin our discussion with the meaning
of a
0
for a = 0. It is important that we dene a
0
to be sure that it still
satises all of the integer properties we have discussed so far. For example,
we still want 2
0
2
4
= 2
0+4
= 2
4
. Since 2
4
= 0, 2
0
must be 1. Note that
it is important here that 2
4
= 0 because otherwise 2
0
could have been any
number. The same reasoning would apply to any nonzero base so we are led
to make the following denition:
Zero Exponent: For any nonzero real number a,
a
0
= 1.
Therefore, 8
0
= 1, (3)
0
= 1, and (2x
2
y
3
)
0
= 1 for nonzero variables x
and y.
Now that we know how to work with positive and zero exponents, what
about negative exponents? Our old denition of viewing exponents as re-
peated multiplication no longer holds for negative exponents. For example,
we cannot evaluate 3
2
by taking the base 3 and multiplying it to itself 2
times. This makes no sense. However, we need to be sure that we dene
a
n
so that it still obeys all of the exponent rules we have discussed thus
far. If a = 0,
a
n
a
n
= a
n+(n)
= a
0
= 1.
Thus, a
n
must be the reciprocal of a
n
.
Negative Exponent Rule: For any nonzero real number
a,
a
n
=
1
a
n
.
CAUTION: A positive constant raised to a negative power does
NOT yield a negative number. For example, 3
2
= 6, instead,
3
2
=
1
3
2
=
1
9
.
Furthermore, the above rule does not apply to negative con-
stants. For example, 4 =
1
4
. The rule only applies to negative
exponents.
We leave it as an exercise for the reader to verify that the product rule
and power rules for exponents remain true with negative exponents. Thus,
all rules we have discussed hold for any integer whether it is positive, nega-
tive, or zero.
Example 6 Use the rules of exponents to simplify each expression. Write
answers with positive exponents only.
(a) 3
1
+ 3
2
(b) 5
1
5
0
(c) (2xy)
2
_
3xy
7
_
0
(d)
_
x
4
y
3
_
2
(e)
_
2x
4
y
3
_
2
(f )
_
8x
4
y
3
_
_
1
2
x
5
y
7
_
Solution 6
(a) 3
1
+ 3
2
=
1
3
+
1
3
2
=
1
3
+
1
9
=
3
9
+
1
9
=
4
9
(b) 5
1
5
0
=
1
5
1 =
1
5

5
5
=
4
5
(c) (2xy)
2
_
3xy
7
_
0
= 2
2
x
2
y
2
1 = 4x
2
y
2
(d)
_
x
4
y
3
_
2
= x
42
y
32
= x
8
y
6
= x
8
1
y
6
=
x
8
y
6
(e)
_
2x
4
y
3
_
2
=
1
(2x
4
y
3
)
2
=
1
(2)
2
x
42
y
32
=
1
4x
8
y
6
(f )
_
8x
4
y
3
_
_
1
2
x
5
y
7
_
= 8
1
2
x
4
x
5
y
3
y
7
= 4x
4+(5)
y
(3)+7
= 4x
1
y
4
= 4
1
x
y
4
=
4y
4
x
Practice 6 Use the rules of exponents to simplify each expression. Write
answers with positive exponents only. (Answers on page 21)
(a)
_
r
2
s
3
t
2
_
2
(b)
_
2x
3
y
2
z
1
_
2
_
4x
2
yz
3
_
(c) 4
3
+ 4
2
Consider the example
2
4
3
5
. Using our negative exponent rule, we obtain
2
4
3
5
=
1
2
4
1
3
5
=
1
2
4

1
3
5
=
1
2
4

3
5
1
=
3
5
2
4
.
Therefore, the negative exponent rule allows us to move factors in a fraction
just by changing the sign of the exponent. Also, consider
_
2
5
_
3
. Since
5
2
is the reciprocal of
2
5
,
_
2
5
_
3
=
1
_
2
5
_
3
=
1
3
_
2
5
_
3
=
_
1
2
5
_
3
=
_
5
2
_
3
.
Thus, if we have a fraction raised to a power, we can change the sign of
the exponent by using the reciprocal of the fraction. We summarize these
rules as follows:
Converting from Negative to Positive Exponents: For any
nonzero numbers a and b, and any integers m and n,
a
m
b
n
=
b
n
a
m
and
_
a
b
_
n
=
_
b
a
_
n
.
Before examining some exercises we need to discuss our nal exponent
rule the quotient rule. Consider,
2
6
2
2
and
2
2
2
6
. Rewriting both expressions
using the denition of an exponent, we obtain
2
6
2
2
=
2 2 2 2 2 2
2 2
= 2 2 2 2 = 2
4
,
and
2
2
2
6
=
2 2
2 2 2 2 2 2
=
1
2 2 2 2
=
1
2
4
= 2
4
.
For the rst example, subtracting the exponents we have 6 2 = 4 which is
the resulting exponent. In the second example, subtracting the exponents,
we have 2 6 = 4 which again is the resulting exponent. These examples
suggest the quotient rule for exponents.
Quotient Rule for Exponents: For any nonzero real number a
and any integers m and n,
a
m
a
n
= a
mn
.
(When dividing powers with like bases, we keep the base and subtract
the exponents.)
CAUTION: When using the quotient rule, the bases must be the
same. Remember to keep the base the same and only subtract
the exponents. The order of the subtraction is important since
subtraction does not satisfy the commutative property. There-
fore, when applying the quotient rule for exponents, remember
that it is
(exponent in the numerator) (exponent in the denominator).
When working with the rules of exponents, note that the steps can be
performed in many dierent orders. As such, the examples below show one
method of simplifying each expression. However, there are many equally
correct ways to begin your solution. Regardless of what order you perform
the steps, you will always get the same answer.
Example 7 Use a combination of the exponent rules to simplify each expo-
nential expression. Write all answers with only positive exponents. Assume
all variables represent nonzero real numbers.
(a)
(2x
2
)
3
4x
4
(b)
(6x
3
)
2
(2x
2
)
3
(3x
2
)
0
(c)
_
xy
2
w
3
_
4
(x
3
y
2
w)
3
(d)
_
3a
3
b
5
6a
2
b
2
_
3
(e)
_
2m
2
n
3
_
2
(3m
3
n
4
)
1
Solution 7
(a)
(2x
2
)
3
4x
4
=
2
3
x
23
4x
4
=
8x
6
4x
4
= 2x
64
= 2x
2
(b)
(6x
3
)
2
(2x
2
)
3
(3x
2
)
0
=
6
2
x
32
2
3
x
23
1 =
36x
6
8x
6
=
36
8
=
9
2
(c)
_
xy
2
w
3
_
4
(x
3
y
2
w)
3
=
x
4
y
24
w
34
x
33
y
23
w
3
=
x
4
y
8
w
12
x
9
y
6
w
3
=
x
4
x
9
y
8
y
6
w
12
w
3
=
x
4+9
y
6+8
w
12+3
=
x
13
y
14
w
15
(d)
_
3a
3
b
5
6a
2
b
2
_
3
=
_
3a
3
a
2
b
2
6b
5
_
3
=
_
3a
3+2
b
25
6
_
3
=
_
a
5
b
3
2
_
3
=
_
a
5
2b
3
_
3
=
a
53
2
3
b
33
=
a
15
8b
9
(e)
_
2m
2
n
3
_
2
(3m
3
n
4
)
1
=
_
3m
3
n
4
_
(2m
2
n
3
)
2
=
3m
3
n
4
4m
4
n
6
=
3n
4
n
6
4m
4
m
3
=
3n
10
4m
7
Practice 7 Use a combination of the exponent rules to simplify each expo-
nential expression. Write all answers with only positive exponents. Assume
all variables represent nonzero real numbers. (Answers on page 21 )
(a)
_
x
3
y
1
z
2
_ _
x
2
y
3
z
3
_
(b)
_
3x
2
y
3
_
2
(2x
3
y
4
)
3
(c)
_
2x
3
y
2
z
3x
5
y
1
z
3
_
3
In addition to simplifying expressions, the exponent rules can also be
used to calculate expressions mentally by making the number smaller, and
easier, to work with.
Example 8 Use the laws of exponents to calculate the following expressions
mentally.
(a)
27
3
9
3
(b) 16
4
(0.125)
4
(c) 125
5
(25)
7
Solution 8
(a)
27
3
9
3
=
_
27
9
_
3
= 3
3
= 27.
(b) 16
4
(.125)
4
= 16
4
_
1
8
_
4
=
_
16
8
_
4
= 2
4
= 16.
(c) 125
5
(25)
7
= (5
3
)
5
_
5
2
_
7
= 5
15
5
14
= 5
1
= 5.
Practice 8 Use the laws of exponents to calculate the following expressions
mentally. (Answers on page 21 )
(a)
4
9
64
3
(b)
3
8
9
3
27
5
1. (a) 16
(b) 16
(c) 27
(d) 27
2. (a) 2
9
(b) 7
11
(c) y
16
3. (a) 8x
4
y
11
z
7
(b) 60x
9
y
10
4. (a) y
34
(b) 3
14
5. (a) 4x
6
y
4
z
2
(b)
y
10
z
11
x
24
(c) 9x
19
6. (a)
r
4
s
6
t
4
(b)
16x
4
z
y
3
(c)
5
64
7. (a)
xz
5
y
4
(b)
8x
5
y
6
9
(c)
27y
3
z
6
8x
24
8. (a) 1
(b)
1
3
1. Using exponents, rewrite the following expressions in a simpler form.
(a) 3 3 3 3 3 3 3
(b) 2 5 5 2 2 5
In #2 #15, evaluate each expression.
2. 24
0
3. (24)
0
4. 3
4
5. 8
2
6. (3)
4
7. 2
6
8.
_
1
2
_
3
9. (4)
2
10. 2
2
11. (2)
2
12.
1
5
2
13.
1
7
2
14. 2
2
+ 4
2
15. (3)
2
+ (4)
1
16. Use the laws of exponents to calculate the following expressions men-
tally.
(a)
24
4
8
4
(b) 20
7
(0.5)
7
In #17#24, simplify the following, leaving your answer as a single
base raised to a single exponent. Assume all variables represent
non-zero real numbers.
17. x
7
x
3
x
4
18. 128 2
4
19. 2
3
4
5
8
3
20. (5
2
)
4
5
3
5
2
21. 9
2
12
3
2
22. 16
7
4
8
8
3
2
12
23. 125
2
9
4
27
2
25
4
24. 27
6
3
8
9
4
81
In #25 #50, use a combination of the rules of exponents to sim-
plify each expression. Write all answers using positive exponents
only. Assume all variables represent nonzero real numbers.
25. (x
2
y)(x
5
y
3
)
26. 2x
2
(2x)
2
27. (7x
5
)
2
28. (4x
2
)
3
29. (3x
4
y
5
)
3
30. (2x
2
y
5
z
9
)
4
31. (
1
2
x
4
)(16x
5
)
32. (2x
3
)(3x
5
)(4x
7
)
33. (4b
3
)(
1
6
b
2
)(9b
4
)
34. (2x
2
y)
_
1
4
x
3
y
5
_ _
1
3
x
4
y
2
_
35.
_
3x
4
2y
5
_
2
36.
x
4
y
5
x
3
y
2
37.
x
5
y
12
x
9
xy
4
38.
x
5
y
12
x
9
(xy)
4
39.
(2x
3
)(3x
2
)
(x
2
)
3
40.
(4x
2
y)(3x
3
y
2
)
x
7
y
4
41.
_
4a
2
b
a
3
b
2
__
5a
2
b
2b
4
_
42.
_
2x
2
y
3
z
5
_
3
43.
_
4x
3
y
5
z
1
_
2
44.
_
3x
4
y
2
z
3
_
2
45.
_
5x
4
y
3
z
6
_
3
46.
3
1
x
4
y
2
3
2
x
2
y
47.
6
2
x
7
y
3
z
2
6
3
x
4
y
5
z
9
48.
_
a
2
b
3
c
a
4
b
1
c
2
_
2
49.
_
3x
2
y
8
9x
4
y
5
_
3
50.
_
x
3
y
2
z
5
x
2
y
5
z
_
4
In #51 #57, use a combination of the rules of exponents to sim-
plify each expression. Write all answers using positive exponents
only. Assume all variables represent nonzero real numbers.
51. (2x
2
y
5
)(6x
3
y)(
1
3
x
1
y
3
)
52.
_
xy
2
z
3
2x
2
yz
2
_
2
53.
_
2x
4
y
4
3x
1
y
2
_
4
54.
(2x
3
y
2
)
3
(3xy
5
)
2
4x
5
y
7
55.
_
4x
5
y
2
z
3
8x
4
y
6
z
4
_
3
56.
_
4x
3
y
2
_
2
_
2x
2
y
3
_
2
_
1
3
x
4
y
2
_
1
57.
(2x
3
y
6
z
1
)
2
(3x
3
y
6
z
2
)
3
58. A fellow student said that 8
5
2
2
= 4
3
. How would you convince this
student that this is incorrect? What is the correct answer?
59. Is it true that (3
4
)
2
= 3
(4
2
)
? Explain why or why not.
60. Is (3 +4)
3
= 3
3
+4
3
? Are there any combinations of values of a and b
for which (a + b)
3
= a
3
+ b
3
? Are there any positive integer values of
n for which (a + b)
n
= a
n
+ b
n
?
61. Using the properties of exponents, determine which is larger. State
why.
(a) 4
28
or 8
18
(b) 3
9
+ 3
9
+ 3
9
or 9
6
(c) 27
9
or 9
14
(d) 6
18
or 3
36
1.3. SCIENTIFIC NOTATION APPLICATION OF EXPONENTS 25
1.3 Scientic Notation Application of Exponents
One application of exponents is in the use of scientic notation. We have
seen in Fundamental Mathematics 1 that scientic notation is convenient for
writing large numbers. (Click here to review scientic notation from FM1)
When negative exponents are used with scientic notation, it can be
used to represent very small numbers as well.
A number in scientic notation is written
a 10
n
where 1 |a| < 10 and n is an integer.
Two examples of scientic notation for small numbers are:
The width of a strand of DNA is 2 10
9
The mass of a proton is 1.6724 10
27
kg
In scientic notation there is always exactly one digit before the decimal
point. To rewrite a number using scientic notation the decimal point is
moved so that only one nonzero digit is to the left of the decimal point. The
number of places the decimal point was moved becomes the exponent on
10. This power is negative if the decimal point is moved to the right and
positive if it is moved to the left.
Example 1 Write each number in scientic notation.
(a) 56, 000, 000
(b) 0.0000000345
(c) The speed of sound is 4790 feet per second
Solution 1
(a) We begin by moving the decimal point so that only one
nonzero digit is in front of it, in other words, seven places
to the left. Seven becomes the power on 10 and it is positive
since it was moved to the left. Thus,
56, 000, 000 = 5.6 10
7
.
(b) Since we move the decimal point eight places to the right in
order to get only one nonzero digit is front of the decimal
point, we get that
0.0000000345 = 3.45 10
8
.
(c) The decimal place is moved three places to the left. Thus,
4790 = 4.790 10
3
.
Practice 1 Write each number in scientic notation. (Answers on page 28)
(a) 0.00000405
(b) The population of Cuyahoga County is approximately 1, 360, 000 peo-
ple.
Remember that the exponent on 10 tells you the direction and the num-
ber of decimal places the decimal point is moved. To change a number from
scientic notation to standard notation, we reverse the process discussed
before Example 1. In other words, if the exponent n is negative we move
the decimal point |n| places to the left. If the exponent n is positive, we
move the decimal point n places to the right.
Example 2 Convert the following numbers to standard notation (without
exponents).
(a) 9.75 10
8
(b) 1.4 10
5
(c) A gram is 3.527 10
2
ounces.
(d) The radius of the earth is 6.4 10
6
meters.
Solution 2
(a) 9.75 10
7
= 975, 000, 000
(b) 1.4 10
5
= 0.000014
(c) 3.527 10
2
= 0.03527
(d) 6.4 10
6
= 6, 400, 000
Practice 2 Convert the following numbers to standard notation (without
exponents). (Answers on page 28)
(a) The number one all-time worldwide box oce movie is Titanic
(1997) which earned approximately 1.84 10
9
dollars.
(b) 4.8 10
12
Scientic notation also provides an ecient way to multiply and divide
very small and very large numbers. Using the commutative and associative
properties of real numbers, we multiply the numbers between 1 and 10 and
use the rules of exponents to nd the power of 10 in the nal answer.
Example 3 Perform the indicated operations and write all answers in sci-
entic notation.
(a)
_
4 10
5
_ _
2 10
9
_
(b)
9 10
12
3 10
7
(c)
_
5 10
9
_ _
3 10
4
_
(d)
_
4 10
7
_ _
6 10
3
_
5 10
4
Solution 3
(a)
_
4 10
5
_ _
2 10
9
_
= (4 2)(10
5
10
9
) = 8 10
14
(b)
9 10
12
3 10
7
=
9
3

10
12
10
7
= 3 10
5
(c)
_
5 10
9
_ _
3 10
4
_
= (5 3)(10
9
10
4
) = 15 10
5
=
(1.5 10) 10
5
= 1.5 10
6
(d)
_
4 10
7
_
(6 10
3
)
5 10
4
=
4 6
5

10
7
10
3
10
4
=
24
5

10
10
10
4
=
4.8 10
6
Practice 3 Perform the indicated operations and write all answers in sci-
entic notation. (Answers on page 28)
(a)
_
2.7 10
4
_ _
4 10
9
_
(2.25 10
8
)
(b)
_
7 10
12
_ _
8.1 10
16
_
(2 10
5
) (2.1 10
8
)
1. (a) 4.05 10
6
(b) 1.36 10
6
2. (a) 1, 840, 000, 000
(b) 0.0000000000048
3. (a) 4.8 10
5
(b) 1.35 10
16
In #1#12, convert the following numbers to standard notation
(without exponents).
1. 9.46 10
17
2. 1.81 10
6
3. 10
10
4. 4.3 10
3
5. 3.2 10
5
6. 5.789 10
8
7. 6.93 10
11
8. 3.4 10
8
9. 2.75 10
7
10. 8.003 10
5
11. 9.02 10
6
12. 5.486 10
4
In #13#24, convert the following numbers to scientic notation.
13. 8, 340
14. 0.00079
15. 0.000042
16. 4, 360, 000
17. 0.003005
18. 0.000007201
19. 294, 000, 000.
20. 0.000000345
21. 0.0000000703
22. 6, 600, 000, 000
23. 2, 350, 000, 000, 000
24. 0.000000000532
In #25#35, perform the indicated operations and write all an-
swers in scientic notation.
25.
_
2.4 10
5
_ _
3.0 10
7
_
26.
_
5.2 10
7
_ _
4.3 10
3
_
27.
_
2.1 10
4
_ _
3.5 10
8
_ _
1.2 10
6
_
28.
_
3.5 10
4
_ _
6.12 10
11
_ _
4.1 10
8
_
29.
_
5.1 10
6
_ _
3.02 10
11
_ _
2 10
8
_
30.
9.6 10
9
1.5 10
3
31.
6.88 10
4
4.3 10
8
32.
4.8 10
13
(5 10
9
) (2.4 10
15
)
33.
_
3.5 10
3
_ _
5.2 10
8
_
9.1 10
7
34.
6.7 10
4
5 10
6

7.1 10
3
4 10
10
35.
3
4 10
5

8 10
6
2 10
8
1.4 Polynomials
A polynomial in x is any expression which can be written as:
a
n
x
n
+ a
n1
x
n1
+ + a
1
x + a
0
where a
n
, a
n1
, . . . , a
1
, a
0
are any numbers and n is a whole number. (In
other words, a polynomial in x is a sum of a xed number of terms of the
form ax
n
where a can be any number and n is a whole number.) The degree
of a polynomial is the highest exponent of the polynomial.
A polynomial can assume dierent values depending on the value of the
variable.
Example 1 Evaluate 4x
2
2x + 1 when
(a) x = 3
(b) x = 2
Solution 1 (a) To evaluate this polynomial when x = 3, we
replace every variable x with the value 3. Recalling our
order of operations, we obtain
4(3)
2
2(3) + 1 = 4(9) 6 + 1 = 36 6 + 1 = 31
as the value of the polynomial when x = 3.
(b) To evaluate this polynomial when x = 2, we replace every
variable x with the value 2. For this value, we obtain
4(2)
2
2(2) + 1 = 4(4) + 4 + 1 = 16 + 4 + 1 = 21
Practice 1 Evaluate 3x
2
+ 5x 6 when (a) x = 2 (b) x = 1 (Answer
on page 34.)
In order to add or subtract polynomials, we combine like terms terms
with the same variable and same exponent. When we combine, we keep
the variable the same and add (or subtract) the coecients. For example,
3x
2
and 8x
2
are like terms (same variable and same exponent). As a result,
3x
2
+ 8x
2
= 11x
2
and 3x
2
8x
2
= 5x
2
. On the other hand, 3x
4
and 8x
2
are unlike terms (same variable but dierent exponents). Hence, these two
terms cannot be combined. To add or subtract two or more polynomials
with more than one term, we combine all like terms.
1.4. POLYNOMIALS 31
Example 2 Simplify
_
4x
2
3x + 2
_
+
_
6x
2
+ 7x 5
_
Solution 2
_
4x
2
3x + 2
_
+
_
6x
2
+ 7x 5
_
= (4x
2
+ 6x
2
) + (3x + 7x) + (2 5)
= 10x
2
+ 4x 3
Practice 2 Simplify
_
3x
2
5x 7
_
+
_
8x
2
9x + 4
_
(Answer on page 34.)
To subtract polynomials, rst distribute the negative and then combine like
terms.
Example 3 Simplify
_
5x
2
3x + 2
_
_
2x
2
7x 3
_
Solution 3
_
5x
2
3x + 2
_
_
2x
2
7x 3
_
= 5x
2
3x + 2 2x
2
+ 7x + 3
= (5x
2
2x
2
) + (3x + 7x) + (2 + 3)
= 3x
2
+ 4x + 5
Practice 3 Simplify
_
3x
2
+ 9x 6
_
_
7x
2
+ 4x 3
_
Example 4 Simplify
_
3x
2
9x + 7
_
_
4x
3
+ 2x
2
+ 4
_
+
_
9x
3
+ 7x + 1
_
Solution 4
_
3x
2
9x + 7
_
_
4x
3
+ 2x
2
+ 4
_
+
_
9x
3
+ 7x + 1
_
= 3x
2
9x + 7 4x
3
2x
2
4 + 9x
3
+ 7x + 1
= (4x
3
+ 9x
3
) + (3x
2
2x
2
) + (9x + 7x) + (7 4 + 1)
= 5x
3
+ x
2
2x + 4
Recall that 1x
2
= x
2
.
Practice 4 Simplify
_
5x
3
7x
2
+ 8x 3
_
+
_
4x
3
5x + 7
_
_
9x
2
+ 6x 11
_
To multiply polynomials we multiply each term in the rst polynomial
by each term in the second polynomial. In order to do this, we need to
recall the distributive property and the product rule for exponents: For any
integers m and n, a
m
a
n
= a
m+n
.
Example 5 Simplify 4x
_
3x
2
+ 2
_
Solution 5 We need to distribute 4x to every term in our paren-
thesis. Hence,
4x
_
3x
2
+ 2
_
= (4x)(3x
2
) + (4x)(2)
= 12x
3
+ 8x
Practice 5 Simplify 2x
2
_
3x
2
+ 4x 2
_
Example 6 Simplify (4x 3) (5x + 2)
Solution 6
(4x 3) (5x + 2) = 4x(5x + 2) 3(5x + 2)
= (4x)(5x) + (4x)(2) (3)(5x) 3(2)
= 20x
2
+ 8x 15x 6
= 20x
2
7x 6
Be careful when combining like terms. Remember that the variable part
remains unchanged.
Practice 6 Simplify (7x 3)(5x + 4) (Answer on page 34.)
There is also a rectangular array approach to multiplication of polyno-
mials. To set up a rectangular array, consider (3x + 2)(4x 5). The terms
of the rst polynomial become the labels on each of the rows; whereas, the
terms of the second polynomial become the labels on each of the columns,
as shown below
4x 5
3x
2
To nish the problem and nd the solution, we then multiply the term at the
beginning of the row with the term at the top of the corresponding column.
We then record the result in the appropriate cell of the table. This would
look like
4x 5
3x 12x
2
15x
2 8x 10
1.4. POLYNOMIALS 33
Now to nd the solution, we combine like terms of the cells inside the table
to get 12x
2
7x10. The benets of the rectangular array is that it insures
that you multiply every term in the rst polynomial with every term in the
second polynomial.
Example 7 Use the rectangular array approach to multiply
(3x
2
+ 2x 4)(2x
2
5x + 3).
Solution 7 The set-up for the rectangular array approach is the
following:
2x
2
5x 3
3x
2
2x
4
Therefore, once the multiplication has been performed and recorded
we have
2x
2
5x 3
3x
2
6x
4
15x
3
9x
2
2x 4x
3
10x
2
6x
4 8x
2
20x 12
To nish, we combine like terms to get a solution of
6x
4
11x
3
9x
2
+ 26x 12.
Practice 7 Use the rectangular array approach to multiply
_
3x
3
4x + 2
_ _
4x
2
5x 3
_
.
The rectangular array approach is quite benecial when the problem is
fairly long and it is more likely that a mistake in the distributive property
could arise. Once again, it guarantees that each term of the rst polynomial
will be multiplied by each term of the second polynomial.
Recall from Section 1.1 that it was determined that (a + b)
n
= a
n
+ b
n
for all integers n 2. So, how do we simplify (3x 2)
2
? Recall, that
the exponent tells us how many times the multiplication is to be repeated.
Hence, using our denition of exponents we must rewrite the expression
before multiplying it out.
Example 8 Multiply (3x 2)
2
Solution 8
(3x 2)
2
= (3x 2) (3x 2)
= 9x
2
6x 6x + 4
= 9x
2
12x + 4
Practice 8 Multiply (6x + 5)
2
This same procedure can be used for any integer exponent value.
Example 9 Multiply (3x 2)
3
Solution 9 From Example #7, we found that by multiplying the
rst two quantities together we have (3x 2) (3x 2) = 9x
2
12x + 4. Hence,
(3x 2)
3
= (3x 2) (3x 2) (3x 2)
= (9x
2
12x + 4)(3x 2)
= 27x
3
18x
2
36x
2
+ 24x + 12x 8
= 27x
3
54x
2
+ 36x 8
Practice 9 Multiply (6x + 5)
3
1. (a) 16
(b) 8
2. 11x
2
14x 3
3. 4x
2
+ 5x 3
4. 9x
3
16x
2
3x + 15
5. 6x
4
8x
3
+ 4x
2
6. 35x
2
+ 13x 12
7. 12x
5
15x
4
25x
3
+ 28x
2
+ 2x 6
8. 36x
2
+ 60x + 25
9. 216x
3
+ 540x
2
+ 450x + 125
1.4. POLYNOMIALS 35
1. Is it possible for the sum of two polynomials, both of degree three, to
be a polynomial of degree two? If so, give an example. If not, explain
why.
2. If we multiply a monomial (a polynomial with one term) by another
monomial will we always get a monomial?
3. If we multiply a monomial by a binomial (a polynomial with two terms)
will we ever get a trinomial (a polynomial with three terms)?
4. If we consider the product of a polynomial of degree two and a poly-
nomial of degree three, what is the degree of the product? In general,
if an n-th degree polynomial and an m-th degree polynomial are mul-
tiplied together, what is the degree of the product?
5. Evaluate 4x + 7 when x = 8
6. Evaluate 3x 4 when x =
5
2
7. Evaluate 4x
2
6x + 8 when x =
1
2
8. Evaluate 5x
2
+ 3x + 9 when x = 2
9. Evaluate x
3
4x
2
2x + 5 when x = 2
In #10#42 perform the indicated operations and simplify.
10.
_
5x
2
7x 2
_
+
_
6x
2
+ 4x 9
_
11.
_
6x
2
3x + 4
_
_
8x
2
+ 5x 2
_
12.
_
3x
3
5x
2
+ 6x 7
_
_
4x
3
7x + 1
_
+
_
2x
3
5x
2
+ 9x + 3
_
13.
_
5x
3
9x
2
+ 2x 3
_
_
6x
3
+ 2x
2
8x 1
_
_
4x
3
+ 4x + 7
_
14. 4x(3x 2)
15. 5x
2
(6x + 3)
16. 2x
_
4x
2
3x + 5
_
17. 3x
2
_
5x
2
2x 7
_
18. 3x
2
y
_
5xy
2
7xy + 3x
2
_
19. 2x
2
y
4
(5x
2
y
2
3xy
3
+ 2x
3
y
4
7y)
20. (2x 3)(2x + 5)
21. (3x 2)(5x 4)
22. (4x + 3)(7x 2)
23. (5x 3) (2x + 1)
24. (6x 1) (4x + 2)
25. (2x 3) (2x + 3)
26. (4x + 1) (4x 1)
27. (5x + 2) (5x 2)
28. (3x 4) (3x + 4)
29.
_
3
2
x 5
__
3x
2
5
_
30.
_
3x
2
3
__
2x +
1
4
_
31. (7x 2)
2
32. (4x + 3)
2
33. (2x 3)
2
34. (x 2)
3
35. (2x + 1)
3
36. (4x + 1)
_
3x
2
5x 2
_
37. (x 4)
_
2x
2
3x 2
_
38. x(3x 4) (7x + 3)
39. 2x
2
(4x 3) (2x + 5)
1.4. POLYNOMIALS 37
40. 2x(3x 4)(2x + 3)
41. (5x 2)
_
2x
2
3x + 4
_
42. (3x 5)
_
2x
3
4x
2
+ 7x 2
_
43. Use a rectangular array to multiply.
(a) (3x 5)(2x
3
6x
2
3x + 2)
(b)
_
x
2
3x 1
_ _
2x
2
+ 5x 7
_
(c)
_
6x
2
x + 3
_ _
3x
2
2x 4
_
44. Give a counterexample to show that x + 2(x 3) = (x + 2)(x 3)
1.5 Properties of Equality and Linear Equations
A linear equation in one variable is an equation that can be written in
the form
ax + b = c
for real numbers a, b, and c, with a = 0. They are also called rst-degree
equations, because the variable is raised to the rst power. A solution of
an equation in one variable is a number that makes the equation true when
each occurrence of the variable in the equation is replaced by the number. In
Fundamental Mathematics 1, we saw a method for nding solutions of linear
equations. (Click here to review linear equations from FM1) However, linear
equations may start out looking much more complicated so it will be useful
to develop a more general method of dealing with them. The following two
properties of equations are very useful for solving all kinds of equations (not
just linear ones).
Addition Property of Equality:
If a = b then a + c = b + c.
Multiplication Property of Equality: Let c = 0
If a = b then ac = bc.
Remember to perform the same operation on both sides of the
equation.
The Addition Property allows us to subtract the same quantity from both
sides by adding the opposite of the quantity. The Multiplication Property
allows us to divide each side by the same nonzero quantity by multiplying
both sides by its reciprocal.
Example 1 Solve for x: 3x 7 = 5
1.5. PROPERTIES OF EQUALITY AND LINEAR EQUATIONS 39
Solution 1
3x 7 = 5
3x 7 + 7 = 5 + 7 add 7
3x = 12 simplify
3x
3
=
12
3
divide by 3
x = 4.
Therefore, the solution is x = 4.
Note that using the Multiplication Property to multiply by
1
3
is the same
as dividing by 3.
Practice 1 Solve 6x + 3 = 7 (Answer on page 46)
The nice thing about solving linear equations is that you can always
check your solution. In Example 1, if we substitute x = 4 back into the
original equation, we should have the same quantity on the left hand side of
the equation as we do on the right hand side of the equation.
CHECK of Example 1: 3(4) 7
?
= 5
12 5
?
= 5
5 = 5
Example 1 used both the addition property of equality and multiplica-
tion property of equality exactly one time. However, you may need to use
each property more than once. Furthermore, you may need to recall other
properties that were discussed earlier like the distributive property to clear
parentheses.
Example 2 Solve for x: 2(x 4) = 5x + 7
Solution 2
2(x 4) = 5x + 7
2x 8 = 5x + 7 distributive property
2x 8 + 8 = 5x + 7 + 8 add 8
2x = 5x + 15 simplify
2x 5x = 5x + 15 5x subtract 5x
3x = 15 simplify
3x
3
=
15
3
divide by 3
x = 5.
CHECK of Example 2:
2(5 4)
?
= 5(5) + 7
2(9)
?
= 25 + 7
18 = 18
Practice 2 Provide the reason for each step. Be specic. (Answers on
page 46)
7 (2x + 4) = 3 + 2(x 5)
7 2x 4 = 3 + 2x 10
3 2x = 2x 7
3 2x 2x = 2x 7 2x
3 4x 3 = 7 3
4x = 10
x =
10
4
x =
5
2
In reference to Practice 2, when clearing the parentheses in an expression
like 7(2x+4), remember that the minus sign acts like a factor of 1. After
using the distributive property, the sign of every term in the parentheses will
be changed to give 7 2x 4.
Next, we consider a linear equation containing fractions. How do we deal
with the fractions? We can choose to leave the fractions in the problem or to
rewrite the equation without fractions. Remember that by the multiplication
property of equality we can multiply both sides of our equation by the same
nonzero constant without changing the solution. If we choose to eliminate
the fractions, which constant do we choose? Consider
1
2
(x 3) =
x
4
+ 7.
If we multiply both sides by two, the fraction on the right hand side of
the equation would not be eliminated. However, if we multiply by four,
all fractions are eliminated. Recall that in this example, four is the least
common multiple; that is, the smallest natural number that is a multiple
of all of the denominators involved. (Click here to review least common
multiple from FM1) Therefore, we can eliminate fractions by multiplying
each term by the least common multiple of all the denominators. The next
example illustrates this procedure.
To avoid a mistake, it might be easier to clear all parentheses using the
distributive property before multiplying every term by the least common
denominator. It is important to remember when clearing fractions that all
terms need to be multiplied by the least common denominator, not just the
fractions.
Example 3 Solve for x:
1
2
(x 3) =
x
4
+ 7
Solution 3
1
2
(x 3) =
x
4
+ 7
x
2

3
2
=
x
4
+ 7 distributive prop
4
_
x
2
_
4
_
3
2
_
= 4
_
x
4
_
+ 4(7) multiply by LCM 4
2x 6 = x + 28 simplify
2x 6 + 6 = x + 28 + 6 add 6
2x = x + 34 simplify
2x x = x + 34 x subtract x
x = 34
Practice 3 Solve
2
3
(2x 1) =
3x
5
+ 2 (Answer on page 46)
Example 4 Solve for x: 2 +
2
3
_
5x
5
2
_
= 3
5
6
(x + 7)
Solution 4
2 +
2
3
_
5x
5
2
_
= 3
5
6
(x + 7)
2 +
10
3
x
5
3
= 3 =
5
6
x
35
6
distributive prop
6(2) + 6
_
10
3
x
_
6
_
5
3
_
= 6(3) 6
_
5
6
x
_
6
_
35
6
_
multiply by LCM 6
12 + 20x 10 = 18 5x 35
20x + 2 = 5x 17
20x + 4 + 5x = 5x 17 + 5x add 5x
25x + 2 2 = 17 2 subtract 2
25x = 19
25x
25
=
19
25
divide by 25
x =
19
25
Practice 4 Solve
1
4
(5x + 2) + 1 = 7
2
3
(x + 4) (Answer on page 46)
When solving a linear equation containing decimals, one can eliminate
the decimals by multiplying by the appropriate power of ten and then solving
the linear equation as before. Consider
0.2(x 3) + 0.53(2x + 1) = 0.56.
To nd the appropriate power of 10 that will eliminate the decimals, what
do we do? If we multiply by 10, are all of the decimals eliminated? Well,
0.210 = 2, but 0.5310 = 5.3 and 0.5610 = 5.6. However, if we multiply
by 10
2
, or 100, we have 0.2100 = 20, 0.53100 = 53, and 0.56100 = 56.
In this example, what does the 2 represent? Consider
0.203(x + 1) 4.5(x 3) = 0.22x.
We notice that if we multiply by 10 or even 10
2
= 100, the decimals will not
be eliminated. However, multiplying by 10
3
= 1000 will do the trick. This
is left to the reader to verify.
If you look at both the previous example and this one, you will see
that the exponent is the largest number of past the decimal places that are
present in the problem. Therefore, we multiply by 10 raised to the largest
number of decimal places. Of course, there are other ways to solve these
problems, including leaving the decimals alone. The next example is solved
using both methods.
Example 5 Solve 0.2(x 3) + 0.53(2x + 1) = 0.56
Solution 5
First, we will solve the equation by eliminating the decimals.
0.2(x 3) + 0.53(2x + 1) = 0.56
0.2x 0.6 + 1.06x + 0.53 = 0.56 distributive prop
100 (0.2x 0.6 + 1.06x + 0.53) = 100 (0.56) multiply by 100
20x 60 + 106x + 53 = 56
126x 7 = 56
126x 7 + 7 = 56 + 7 add 7
126x = 63
126x
126
=
63
126
divide by 126
x =
1
2
x = 0.5
Next, we will solve the example keeping all decimals.
0.2(x 3) + 0.53(2x + 1) = 0.56
0.2x 0.6 + 1.06x + 0.53 = 0.56 distributive prop
1.26x 0.07 = 0.56 simplify
1.26x 0.07 + 0.07 = 0.56 + 0.07 add 0.07
1.26x = 0.63
1.26x
1.26
=
0.63
1.26
divide by 1.26
x = 0.5
Practice 5 Solve 0.34(2x 5) + 0.4(x 3) = 0.2 (Answer on page 46)
Suppose we apply our properties and the variable is eliminated. What
is the solution? The next example illustrates one such case.
Example 6 Solve for x: 3(x + 5) 8(x + 3) = 5(x + 2)
Solution 6
3(x + 5) 8(x + 3) = 5(x + 2)
3x + 15 8x 24 = 5x 10 distributive prop
5x 9 = 5x 10
5x 9 + 5x = 5x 10 + 5x add 5x
9 = 10
Therefore, there is no solution to this equation.
When an equation has no solution this means that there is no value of
x for which the expression will ever yield a true statement. Does this mean
that whenever the variable is eliminated from the equation, there will be no
solution? The next example illustrates that this is not the case.
Example 7 Solve for x:
1
3
(6x 7) =
1
2
(4x 5) +
1
6
Solution 7
1
3
(6x 7) =
1
2
(4x 5) +
1
6
2x
7
3
= 2x
5
2
+
1
6
distributive prop
6 (2x) 6
_
7
3
_
= 6 (2x) 6
_
5
2
_
+ 6
_
1
6
_
multiply by LCM of 6
12x 14 = 12x 15 + 1
12x 14 = 12x 14
12x 14 12x = 12x 14 12x subtract 12x
14 = 14
Therefore, the answer is all real numbers.
Practice 6 Solve for x:
1
3
(3x + 9) 3 =
1
9
(9x + 18) 2 (Answer on
page 46)
Practice 7 Solve for x: 7 (x 2)+3 = 4 (2x + 5)x (Answer on page 46)
When solving a linear equation, if the variable is eliminated and the re-
sulting statement is true then the answer is all real numbers. This means
that the original equation is an identity. An identity is a statement that is
true regardless of what number is replaced in the variable. A linear equation
that has one solution is called a conditional equation. If the variable is
eliminated and the resulting statement is false, then the equation has no
solution.
1. x =
2
3
2.
7 (2x + 4) = 3 + 2(x 5)
7 2x 4 = 3 + 2x 10 distributive prop
3 2x = 2x 7 simplify
3 2x 2x = 2x 7 2x subtract 2x
3 4x 3 = 7 3 subtract 3
4x = 10 simplify
4x
4
=
10
4
divide by 4
x =
5
2
3. x =
40
11
4. x =
34
23
5. x = 2.5
6. All real numbers
7. No solution
1. A student correctly applies all properties to get to 2x = 4x in a prob-
lem. The students then divides both sides by x obtaining 2 = 4 and
writes no solution as his/her answer. Is this correct?
2. Write an equation of the form ax +b = cx +d where a, b, c, and d are
real numbers which has a solution of x = 8.
3. Describe in your own words the process of eliminating fractions from
a linear equation.
In #4 #35, solve each equation.
4. 2x + 3 x = 4x 5
5.
4(5 x)
3
= x
6.
2
3
x
5
6
x 3 =
1
2
x 5
7. 2x 5 = 3(x + 6)
8. 7 5(x 3) = 2(4 3x)
9. 4(x + 2) = 2(2x 1) + 10
10.
x + 3
2
=
3x 1
4
11. 0.03(2x + 7) = 0.16(5 + x) 0.13
12. 4(x + 3) = 6(2x + 8) 4
13. 5(x 6) = 2(x + 4) + 3x
14. 7x 3(4x 2) + 6x = 8 9(3x + 2)
15. 8(5x 3) +
1
2
(4x 3) = 5
16.
3
5
(7 3x) +
1
2
(3x + 7) =
3
4
(4x 2)
17. 7x 4(2x + 1) = 5(x + 3) 6x
18. 3x 2 [2x 4 (x 5)] = 7
19. x [2 3 (2x + 4)] = 61
20.
2
3
(3x 4) +
1
3
=
1
9
x
21.
5
6
x
_
x
1
2
_
=
1
4
(x + 1)
22. 4 (t + 3) 8 (t 3) = 6 (2t 1) 10
23. 3(2x 5) 5(6 4x) = 2 + 3(x 3)
24.
3x 7
4
=
8 5x
3
25.
2
3
(x + 12) +
1
6
(x + 2) = 2x 3
26.
7 3x
3
=
2
5
27. 9(2x + 3) 3x = 5 3(2x 5)
28.
1
4
(8x 1) +
9
4
=
1
2
(4x + 5)
1
2
29.
1
4
(x 12) +
1
2
(x + 2) = 2x + 4
30.
2
3
x
_
x +
1
4
_
=
1
12
(x + 4)
31.
1
2
(2x 3) + 5 =
1
3
(3x + 4)
32. 2(2x 4) 8 = 3(4x + 4) 1
33.
3x 5
4
= 2
34. .12(y 6) + .06y = .08y .07(10)
35. Let a = 0. Solve a
2
x + (a 1) = (a + 1)x for x.
1.6. APPLICATIONS OF LINEAR EQUATIONS: GEOMETRY 49
1.6 Applications of Linear Equations: Geometry
We now consider how linear equations are used to solve application problems.
The key to solving any application problem begins with the translation. Can
you think of any words that represent addition, subtraction, multiplication
or division? Below are some of the key words that are used to represent the
dierent operations.
Addition sum, added to, increased by, more than
Subtraction dierence, minus, decreased by, subtracted from
Multiplication product, times, double (2x), tripled (3x)
Division quotient, ratio, divided by
Although there are no step by step directions that apply to every appli-
cation problem, stated below are some suggested steps.
1. Read the problem carefully and explain what your variable represents.
2. Create and label any pictures, charts, or diagrams that will ease your
problem solving.
3. Translate the problem into an equation. Be sure that you can read
the problem back.
4. Use the addition and multiplication properties to solve the equation.
5. Check that your answer makes sense in the problem and that you
have answered the question being asked. If the problem asks for two
answers, make sure you give both.
Example 1 The sum of twice a number and three is seven more than the
number. Find the number.
Solution 1 Let x = the number.
We translate the expression to obtain
2x + 3 = 7 + x.
Next, we have
2x + 3 = 7 + x
x + 3 = 7
x = 4
Therefore, our number must be 4.
Practice 1 The sum of three times a number and four is the same as the
number increased by two. Find the number. (Answer on page 56.)
When translating, the order the words appear in the sentence is some-
times important. To illustrate this, consider the dierence between the
following expressions:
The sum of four times a number and 5 is translated 4x + 5.
Four times the sum of a number and 5 is translated 4(x + 5).
Example 2 Three times the dierence between twice the number and four
is ve times the number increased by six. Find the number.
Solution 2 Letting x = the number, we translate the expression
as
3 (2x 4) = 5x + 6.
Thus,
3 (2x 4) = 5x + 6
6x 12 = 5x + 6 distributive property
6x 12 5x = 5x + 6 5x subtracting 5x
x 12 = 6
x 12 + 12 = 6 + 12 adding 12
x = 18
Hence, the number is 18.
CAUTION: Remember when working with dierences, the order
is important. The expressions a minus b or the dierence of a and
b are both translated a b. However, a less than b is translated
b a.
Practice 2 Six less than four times a number is the same as twice the sum
of the number and three. Find the number. (Answer on page 56.)
Two integers which dier by 1, such as page numbers in a book, are
called consecutive integers. Examples are 4 and 5, 9 and 10, 15 and 16,
etc. In an application problem, if we let x be the rst integer, how would
we represent the second integer? If we consider our example of 4 and 5, we
see that we need to add 1 to the rst integer to obtain the second integer.
Hence, if x is the rst integer, then x+1 is the second. For consecutive even
or consecutive odd integers, the numbers now dier by two; for example, 7
and 9, or 4 and 6. How do we set up the variables for this problem? The
next example answers this question.
Example 3 Find two consecutive even integers such that the smaller added
to three times the larger gives a sum of 62.
Solution 3 Since we are dealing with consecutive even integers
we will let
x = rst integer
x + 2 = second integer
Translating the expression yields
x + 3 (x + 2) = 62
x + 3x + 6 = 62 distributive property
4x + 6 = 62
4x + 6 6 = 62 6 subtract 6
4x = 56
4x
4
=
56
4
divide by 4
x = 14
Since the problem asks for two consecutive integers the answer
is 14 and 16.
Practice 3 Find two consecutive positive integers such that the sum of three
times the smaller and ve times the larger is 85. (Answers on page 56.)
We now turn our attention to the use of formulas to solve an application
problem. For carpeting a oor, painting a wall, and building a deck, it is
sometimes benecial to know the square units of the items being worked on.
For other jobs, knowing the perimeter is useful. For those not familiar with
these formulas, they can be found in Appendix A on page 113.
Example 4 Mary wants to carpet her living room which is 15 feet wide by
17 feet long. What is the minimum square footage of carpeting Mary must
purchase?
17 ft
15 ft
Solution 4 To solve we use the area formula for a rectangle
with w = 15 and l = 17. Thus,
Area in square feet = l w
= (17 ft)(15 ft)
= 255 square feet
Practice 4 Jennifer wants to spread lawn fertilizer on her back yard which
is 105 feet wide by 75 feet long. How many square feet does she need to
cover? If each bag of fertilizer covers 1, 000 square feet, how many bags
must Jennifer purchase? (Answers on page 56.)
We now consider an example where the formula is being used without
substituting in a number for the length and width.
Example 5 The length of a rectangle is 2 inches more than ve times the
width. If the perimeter is 106 inches, nd the length and width of the rect-
angle.
Solution 5 First, since both dimensions are in terms of the
width we have
w = the width of the rectangle
5w + 2 = the length of the rectangle
5w + 2
w
Next, we know the perimeter of any rectangle is given by P =
2w + 2l. Since the perimeter of this rectangle is 106 inches we
have
P = 2w + 2l
106 = 2w + 2(5w + 2)
106 = 2w + 10w + 4
106 = 12w + 4
102 = 12w
8.5 = w
Since the problem asks for both the width and length, we nd that
width = 8.5 feet
length = 5(8.5) + 2 = 44.5 feet
Practice 5 The amount of fencing required to enclose a small rectangular
garden is 34 feet. If the length is 1.5 times the width, nd the length of the
garden. (Answer on page 56.)
We now turn our attention to some angle properties from geometry.
Three of these denitions are stated below.
Vertical Angles are opposite angles formed by intersecting lines.
Vertical angles always have the same measurement. In the following
diagram 1 and 3 are vertical angles. Likewise, 2 and 4 are vertical
angles.
1
2
3
4
Supplementary Angles are two angles whose sum is 180
. If A and
B are supplementary angles, then we say that A is the supplement of
B. Since 180
is the measure of a straight line, supplementary angles

form a straight line. In the following diagram, 1 and 2 are supplemen-
tary angles. Likewise, in the previous diagram (with respect to vertical
angles) 1 and 2 are supplementary; 2 and 3 are supplementary; 3 and
4 are supplementary; and 1 and 4 are supplementary.
1 2
Complementary Angles are two angles whose sum is 90
. If A and
B are complementary angles, we say that A is the complement of B,
and vice versa. In the following diagram, 1 and 2 are complementary
angles.
1
2
Let us rst consider some examples to illustrate the above denitions.
Additional angle denitions can be found in Appendix A.
Example 6 Find the measure of each marked angle.
(4x +19) (11x - 34)

Solution 6 First, we need to recognize that these two angles are
supplementary angles. So their sum is 180
.
11x 34 + 4x + 19 = 180
15x 15 = 180
15x = 195
x = 13
Now that we have the value of x, we substitute this into both
expressions to yield the measure of each angle; namely,
11(13) 34 = 109
4(13) + 19 = 71
Practice 6 Find the measure of each marked angle. (Answers on page 56.)
(6x - 17)
(3x + 25)
Example 7 Find the measure of the angle whose complement is ve times
its measure.
Solution 7 Recalling the denition stated earlier, we have the
following variable expressions:
x = the angle
90 x = the complement of the angle
Since the complement is ve times the angle (5x), we have the
following:
5x = 90 x
5x + x = 90 x + x
6x = 90
6x
6
=
90
6
x = 15
Therefore, the measure of the angle we are looking for is 15
.
Practice 7 Find the measure of the angle whose supplement is 8 times its
measure. (Answer on page 56.)
1. 1
2. 6
3. 10, 11
4. 7875 square feet; 8 bags
5. 10.2 feet
6. 67
and 67
7. 20

1. If the sum of a number and ve is tripled, the result is one less than
twice the number. Find the number.
2. If ve times the smaller of two consecutive integers is added to three
times the larger, the result is 59. Find both integers.
3. If four is added to twice a number and this sum is multiplied by three,
the result is the same as if the number is multiplied by two and four
is added to the product. What is the number?
4. The sum of three numbers is 81. The second number is twice the rst
number, and the third number is three less than four times the rst.
Find the three numbers.
5. If twice the sum of two consecutive even integers is increased by ve,
the result is 97. Find both integers.
6. Find three consecutive integers such that the sum of three times the
middle integer and ve times the smallest integer is the same as seven
times the largest integer.
7. A 17-foot wire is to be cut so that one piece is 2 feet longer than twice
the shorter piece. Find the length of both pieces.
8. Adult tickets for a show cost $5.50 while childrens tickets cost $2.50.
If there were twice as many adults as children and the total receipts
for the show were $1, 026, how many adults were at the show?
9. Kayla, Savanna, and Cheyenne are the pitchers on the local girls
softball team. Kayla pitched twelve more games than Savanna and
Cheyenne pitched four more than twice the number of games Savanna
pitched. If the team played a total of 28 games, how many games did
each girl pitch?
10. Roger, Will, and Jacob sold magazine subscriptions to raise money for
playground equipment. Will sold nine more subscriptions than Roger.
Jacob sold three less than twice as many subscriptions as Roger. If
together they sold a total of 66 magazine subscriptions, how many
subscriptions did each boy sell?
11. As an employee at the local market, Charlottes duties include stocking
shelves, cashier, and training new employees. Yesterday during an
eight hour workday, Charlotte trained new employees half as long as
she was cashier and stocked shelves three-quarters of an hour less than
she was cashier. How many hours did Charlotte spend on each duty?
12. Angela needs to build a rectangular storage unit. She wants the length
of the rectangle to be three feet more than twice the width. The
perimeter of the rectangle is 36 feet. Find the length and width of the
storage unit.
13. The perimeter of a rectangular garden is 126 feet. If the length of
the garden is seven feet more than three times the width, nd the
dimensions of the garden.
14. A small pasture is to be fenced o with 100 yards of new fencing
along an existing fence. The existing fence will serve as one side of a
rectangular enclosure. (See diagram below). What integer dimensions
produce the maximum area that can be enclosed by the new fencing?
existing fence
x x
y
15. In problem #14, suppose that the 100 yards of fencing needs to be
used to enclose the entire area. What integer dimensions produce the
maximum enclosed area?
16. Mark decides to paint his living room walls Winter Snow. According
to the can, each gallon of paint will cover 300 square feet. If his
rectangular living room is 20 feet long and 15 feet wide with 10 foot
ceilings, how many gallons of paint will Mark need to buy to complete
his project if
(a) only one coat is needed to complete the project?
(b) two coats are needed to complete the project?
In #17#22 nd the measure of each marked angle.
17.
(11x - 37)
(7x+27)
18.
(4x - 56) (x+1)
19.
(3x - 15)
(5x + 11)
20.
(5x + 3)
(4x + 6)
21.
(11x - 4)
(8x + 17)
22.
(3x-1)
(4x+7)
23. Find the measure of an angle such that the sum of the measures of its
complement and its supplement is 100
.
24. The supplement of an angle measures 15
more than four times its

complement. Find the measure of the angle.
1.7. APPLICATIONS OF LINEAR EQUATIONS: PERCENTS 59
1.7 Applications of Linear Equations: Percents
Percent problems are probably the most commonly used type of problems
in every day life sales tax, discounts, depreciation, etc. In Fundamental
Mathematics I we discussed transforming a percent into a decimal and a dec-
imal into a percent. (Click here to review percents and decimals from FM1)
When working with percents, there are typically three types of problems:
1. Given the whole and the percent, nd the part;
2. Given the whole and the part, nd the percent;
3. Given the part and the percent, nd the whole.
Given the whole and the percent
If we are given the whole and the percent, the part can be found by
multiplying the percent by the whole. The word of is a key to where the
multiplication takes place. Consider the following example.
Example 1 Suppose that 75% of 400 fourth graders in a school district
have passed their prociency exams. How many fourth graders have passed
their prociency exam?
Solution 1 Recall that 75% = 0.75. Therefore,
75% of 400 = 0.75 400 = 300.
Therefore, 300 fourth graders have passed their prociency ex-
ams.
Practice 1 If 42
1
2
% of the 80 faculty at the local high school have masters
degrees, how many faculty have masters degrees? (Answer on page 65).
Given the whole and the part
Once again, we will recall that the word of is a key to where the
multiplication takes place.
Example 2 If $450 of a loan has been repaid, what percent of the $2000
loan has been repaid?
Solution 2 Let x be the percent. Then we have that
450 is x percent of 2000.
Translating and solving we get
450 = x 2000
450
2000
=
x 2000
2000
0.225 = x
Therefore, $450 is 22.5% of $2000.
Practice 2 A skirt originally selling for $45 is on sale for $27.90. What
percent of the original price is the sale price? What is the discount rate?
(Answer on page 65).
Given the percent and the part
Example 3 Joe decides to save 15% of his weekly salary. If he saves $75
every week, what is Joes weekly salary?
Solution 3 Let x = Joes weekly salary. Then
15% of his weekly salary is $75.
Translating we get
.15x = 75
.15x
.15
=
75
.15
x = 500.
Thus, Joes weekly salary is $500.
Practice 3 The Miller family decides that they can spend $120 of their
monthly income on entertainment. What is the the Miller familys monthly
income if they spend 2.5% of their monthly income on entertainment? (An-
swer on page 65).
When solving application problems, it sometimes helps to write your
own formula as the next example illustrates.
Example 4 Marilyn is paid $315 per week, plus a 5% commission on sales.
What is her total earnings if her sales were $625.
Solution 4 From the problem we know that
total earnings = $315 + (5% of her sales)
= $315 + (5% of $625)
= 315 + (.05 625)
= 315 + 31.25
= 346.25
Hence, her total earnings are $346.25.
Practice 4 If income tax is $3, 750 plus 28% of taxable income over $28, 000,
how much is the income tax on a taxable income of $35, 000. (Answer on
page 65).
Sometimes we deal with discounts and markups in the same problem.
Example 5 Kim paid $330 for a dresser to sell at her antique shop. She
wants to price it so that she can oer a 10% discount and still make a 20%
prot o the price she paid for it. What should be the marked price of the
dresser at the antique shop?
Solution 5 Let x = the price the dresser should be marked.
Prot Kim wants to make = .20(330) = $66.
Price willing to sell the dresser: $330 + $66 = $396.
NOTE: $396 is the price after Kim oers a 10% discount.
396 = marked price discount
396 = x .10x
396 = .90x
440 = x
Thus, Kim should mark the dresser at $440.
Practice 5 Buy 4 Less marks down all remaining winter coats at a discount
of 40% o the original price. After several weeks, in a last attempt to reduce
inventory, the coats are further discounted 50% o the last marked price.
Your friend believes that this means the coats are now 90% o the original
price. Is your friend correct? If not, what percent o are the coats from the
original price? (Answers on page 65).
Now let us turn our attention to some interest problems. If you have car
loans, savings accounts, or any investments, you should be concerned about
the type of interest you are paying or that you earn on the investment.
There are two common types of interest simple and compound. Simple
interest pays interest only on the original amount of money you deposited
or invested, called the principal. Compound interest pays interest on
the interest in the account as well. Before we discuss a formula, lets look at
the following example.
Example 6 Suppose you invest $10, 000 in a bank account that earns an
annual interest rate of 3% simple interest.
(a) How much interest would you earn in one year?
(b) How much interest would you earn in three years?
(c) How much interest would you earn in a half a year?
Solution 6
(a) Because we are dealing with simple interest, the account
only pays interest once per year and only on the original
amount deposited. Recall that 3% = 0.03. Therefore, the
amount of interest is 0.03 10, 000 = $300.
(b) Once again, the account only pays interest once per
year and only on the original amount deposited. Hence, we
know that the account pays $300 in interest per year, so for
3 years we would have 3 300 = $900.
(c) We know that we earn $300 per year so in half a year
we would earn half as much; namely,
1
2
300 = $150.
Now, the original amount of $10, 000 is called the principal and we will
denote this by p. The interest rate is r and the time is t. Using the above
example as motivation, what would you consider a valid formula for the
interest I earned in terms of p, r, and t? Well, lets summarize our results:
1 year interest = 10, 000 0.03 1 = 300
3 years interest = 10, 000 0.03 3 = 900
half year interest = 10, 000 0.03
1
2
= 150
Do you see the pattern? Principal times rate times time. We can state
this formula as follows.
Formula for simple interest is given by
I = prt
where I is the interest, p is the principal, r is the annual interest
rate, and t is the time in years.
Example 7 Mary deposits $2000 into an account earning 4.5% simple in-
terest for 2 years. When the 2 years are over, how much money does Mary
have in the account?
Solution 7 Since we are earning simple interest we will use the
above formula with p = 2000, r = 0.045 and t = 2. Thus,
I = prt
= 2000 0.045 2
= 180.
Therefore, the amount of money in the account at the end of two
years is $2000 + $180 = $2180.
Practice 6 Savanna deposits $15, 000 into an account paying simple inter-
est. At the end of two years, the amount in the account is $16, 875. What
is the annual percentage rate on this account? (Answers on page 65).
How much more can one earn with compound interest rather than simple
interest? Lets return to our previous example to nd out.
Example 8 Mary deposits $2000 into an account earning 4.5% interest
compounded annually.
(a) Find the interest and account balance after 1 year.
(b) Find the account balance after 2 years.
(c) How much more money do you have after 2 years if interest is
compounded annually than you did in Example 7 when interest was
simple interest?
Solution 8 (a) We use the formula to get
I = prt
= 2000 0.045 1
= 90.
So there is $90 of interest in the account and a balance of
$2090 after 1 year.
(b) For the second year, we earn interest on the interest.
The amount of interest we earn in the second year is
I = 2090 0.045 1 = 94.05
The account therefore has $2090 + $94.05 = $2184.05 after
2 years.
(c) From example 7 we found that the amount in the ac-
count after two years of simple interest is $2, 180. Hence,
the dierence of $2184.05 $2180 = $4.05 is the additional
amount received for compound rather than simple interest.
A formula for compound interest will be discussed in Fundamental Math-
ematics VI.
Practice 7 The Baker Family invests $30, 000 for their sons education into
an account paying 6.75% compounded annually. How much will the account
contain after 3 years? How much more interest will the account have earned
than if their account only paid 6.75% simple interest?
1. 34
2. 62%, 38%
3. $4800
4. $5710
5. The nal price is 70% o the original.
6. 6.25%
7. $36, 494.30; $419.30 more
1. Which is better: A 10% discount followed by a 10% markup, or a 10%
markup followed by a 10% discount? Explain your reasoning.
2. Which is better: A discount of 20% followed by the addition of sales
tax at a rate of 6%, or the addition of sales tax at a rate of 6% followed
by a discount of 20%? Explain your reasoning.
3. You are oered two dierent real estate positions. Job 1 pays $250 per
week plus a 6% commission on sales. Job 2 pays 9% commission only.
If sales average about $20, 000 per week, which job would pay more?
4. To nd the cost of a $20 item discounted 25%, Amy multiplied by
1
4
and Jack multiplied by
3
4
. Both found the right answer. Explain how
this could be.
5. Candidates A, B, and C were in an election in which 1000 votes were
cast. Candidate A received 35% of the votes while Candidate B re-
ceived 52 more votes than Candidate C. Which candidate won the
election and by how many votes?
6. The Miller family spends twenty percent of their monthly salary on
food. Twice the amount spent on food is spent on the house payment,
and one half of the amount spent on food is spent for utilities. If
the total amount spent on these three amounts is $1, 050, what is the
Miller familys monthly salary?
7. The size of the smallest angle of a triangle is 30% of the size of the
largest angle. The size of the third angles is 20
more than the smallest

angle. Find the size of each angle. (Note that the sum of the angles
of a triangle is 180
.)
8. College tuition at Local University in 2005 is up 9% that of tuition in
2004. If the tuition in 2005 is $7, 050, what was the tuition in 2004?
9. Carl decided to plant a rectangular shaped garden. If the width is
80% of the length and the perimeter is 45 feet, what is the area of the
garden?
10. Sally bought textbooks at the bookstore for $244.33, which included
6% sales tax. What did the books cost?
11. John sells a decorative wreath at his oral shop for $34.95. If the
wreath has a markup of 65%, what was Johns cost of the wreath?
(Round to two decimal places)
12. A pair of slippers originally costs $35.50. This week the slippers are
advertised at 35% o. What is the sale price of the slippers (before
tax)? (Round to two decimal places)
13. A new 10 piece cookware set sells for $348. This weekend it is on
sale for 33% o. What is the sale price of the cookware (before tax)?
(Round answer to two decimal places.)
14. Kelly bought a bike and a year later sold it for 30% less than what she
paid for it. If she sold the bike for $126, what did she pay for it?
15. In a basketball game, 17 free throws went in the basket and 3 missed.
What percent were missed?
16. A car was to be sold for a 12% discount which amounted to $1800.
How much would the car sell for after the discount?
17. Sarah paid $36, 648.12, including tax, for her new car. The sales tax
rate is 7.25%. What was the actual price of the car (before tax)?
(Round answer to two decimal places.)
18. If the federal income tax is $3, 750 plus 28% of taxable income over
$65, 000, what is the federal income tax on a taxable income of $87, 000?
19. The university basketball team won 91 games, which was 70% of the
games played. How many games did the team play?
20. At the local market, bananas originally sold for 45 cents a pound.
Today, the cost is 52 cents a pound. What is the percent increase in
the cost of bananas per pound? (Round answer to two decimal places.)
21. A laptop that was originally purchased for $1, 850 now has an esti-
mated value of $1, 258. What is the percent decrease in the value of
the laptop?
22. Brenda purchased clothing totaling $140 before taxes. If the sales tax
rate is 6.75%, what was her total cost for the clothing?
23. Suppose you invest $25, 500 in a bank account that earns an annual
interest rate of 2
1
2
% simple interest.
(a) How much interest would you earn in one year?
(b) How much interest would you earn in three years?
(c) How much interest would you earn in a half a year?
24. If $12, 000 is deposited into an account earning 4% interest com-
pounded annually,
(a) Find the interest and account balance after 1 year.
(b) Find the account balance after 2 years.
(c) How much additional money do you have after 2 years if inter-
est is compounded annually than you would have if interest was
calculated using simple interest?
25. Beverly deposits $18, 250 into an account paying simple interest. At
the end of three years, the amount in the account is $21, 808.75. What
is the annual percentage rate on this account?
1.8 Applications of Linear Equations: Proportions
Much of our use of mathematics involves comparison and change. A ratio
is a quotient of two quantities. The ratio of the number a to the number b
is written
a to b,
a
b
, or a : b.
Fractions are ratios of integers but not all ratios are fractions. For ex-
ample, the ratio of the diagonal of a square to one of its sides is never a ratio
of integers. Indeed, a ratio may compare any kind of quantity or magnitude
to any other kind such as dollars to ounces in Example 1.
One application of ratios is in unit pricing. This helps one to determine
which size of a product oered at dierent prices represents the best bargain.
Example 1 The local Bargain Basement oers the following prices for a
jar of Flu Marshmallow Creme:
Size Price
15 oz $1.35
32 oz $2.76
48 oz $4.56
Which size represents the best buy?
Solution 1 To nd the best buy, we compare the price for each
jar to the number of ounces per jar. This ratio gives the price
per ounce. The best deal, of course, will be the item with the
lowest price per ounce. The following chart gives those ratios:
Size cost per ounce
15 oz
$1.35
15
= 0.09
32 oz
$2.76
32
= 0.08625
48 oz
$4.56
48
= 0.095
Comparing the price per ounce, we determine that the 32 ounce
jar is the best buy.
The above example illustrates that buying the largest size does not always
result in the best buy.
1.8. APPLICATIONS OF LINEAR EQUATIONS: PROPORTIONS 69
Practice 1 The local grocery store had the following prices on coee:
Size Price
13 oz $2.75
34 oz $7.34
60 oz $13.52
Which size represents the best buy? (Answer on page 71).
A proportion is a statement that says that two ratios are equal. Ra-
tios and proportions are not limited to the area of mathematics. In map
making, proportions are used to represent the distance between two cities.
Likewise, for scale models we use proportions. Even in cooking, the idea
of a proportion is used whenever we increase or decrease the ingredients to
accommodate the number of servings we want. If three of the numbers in a
proportion are known, then we can always solve for the fourth number by
multiplying both sides of the equation by the least common multiple of the
denominators.
Example 2 A new commercial states that three out of four dentists recom-
mend the new Flash toothpaste. If 411 dentists recommend the toothpaste,
how many dentists were interviewed?
Solution 2 Let x = the number of dentists interviewed. Then
3
4
=
411
x
4x
_
3
4
_
= 4x
_
411
x
_
multiply by LCM of denominators
3x = 4(411)
3x = 1644
x = 548
Hence, 548 dentists were interviewed.
Note that in the above example, there are four correct ways to set up
the proportion. They are
3
4
=
411
x
,
4
3
=
x
411
,
3
411
=
4
x
, and
411
3
=
x
4
. After
multiplying by the LCM of the denominators in each proportion, we obtain
3x = 1644.
Practice 2 Cheyenne scored 75 goals during her soccer practice. If her
success-to-failure rate is 5 : 4, how many times did she attempt to goal?
Example 3 You have just invented a new recipe to enter in the local cooking
contest. As invented, the recipe calls for 2 cups of onions for three servings.
Contest rules state that the recipe must make four servings. How many cups
of onions must be used for the recipe to make four servings?
Solution 3 Let x = the number of cups of onions for four serv-
ings.
x
4
=
2
3
12
_
x
4
_
= 12
_
2
3
_
multiply by LCM of denominators
3x = 8
x =
8
3
x = 2
2
3
Therefore, for four servings the recipe would require 2
2
3
cups of
onions.
Practice 3 A recipe that makes 3 dozen peanut butter cookies requires 1
1
4
cups of our. How much our would you require for 5 dozen cookies? (An-
swer on page 71).
Example 4 The driver at pump 2 lled her tank with 12.5 gallons of gaso-
line for $33. How many gallons of gasoline did the driver at pump 6 get if
his total was $42.90?
Solution 4 Let x = the number of gallons of gasoline for driver
at pump 6.
x
42.90
=
12.5
33
33x = 536.25
x = 16.25
Therefore, the driver at pump 6 got 16.25 gallons of gasoline.
Practice 4 Akron, OH is located approximately 60 miles west of the Penn-
sylvania border. An Ohio map represents this distance as 3 inches. On
the same map, Youngstown, OH is represented by approximately
11
20
of an
inch from the Pennsylvania border. How far is Youngstown, OH from the
Pennsylvania border? (Answer on page 71).
1. The 13 ounce can is the best buy
2. 135 goals attempted
3. 2
1
12
cups of our
4. 11 miles
1. Find the best buy for each item.
(a) Salad Dressing: 8 ounces for $0.98, 16 ounces for $1.34, or 32
ounces for $2.74
(b) Chocolate Chips: 6 ounces for $0.94, 12 ounces for $1.50, or 24
ounces for $2.83
(c) Strawberry Jam: 11 ounces for $1.19, 24 ounces for $2.64, or 32
ounces for $3.68.
2. A recipe for 36 cookies requires 1
3
4
cups of chocolate chips. How many
cups are required for 90 cookies?
3. If 7 gallons of premium gasoline costs $17.43, how much would it cost
to ll up with 25 gallons of premium gasoline? (Round to two decimal
places)
4. A holiday recipe calls for 1
2
3
cups of our. If this recipe feeds 4 people,
how many cups of our would you need in the altered recipe in order
to feed 10 people?
5. Cheyenne scored 20 goals during this soccer season. If she scored 5
goals for every 9 attempts, how many goals did she miss?
6. A recipe that makes 4 dozen oatmeal raisin cookies calls from 1
1
4
cups
of our.
(a) How much our would you need if you doubled the recipe?
(b) How much our would you need for half of the recipe?
(c) How much our would you need to make 5 dozen cookies?
7. Your architect has drawn up the blueprints for your new house. In the
drawing
1
2
inch represents 3 feet. The length of the house is 42 feet.
How many inches would this represent on the blueprint?
8. A local business produces color markers. The shop manager has found
that out of every 1200 markers produced, 3 will be defective. How
many markers were produced on this machine, if 7 markers were found
to be defective?
9. You invented a new recipe to enter into the local cooking contest. As
invented, the recipe calls for 1
1
2
cups of chopped onions for four serv-
ings. The contest rules state that the recipe must make six servings.
How many cups of onions must be used in order for the recipe to make
six servings?
10. If
3
4
inch on a map represents an actual distance of 20 miles, what is
the distance, in miles, represented by 4
1
8
inches on the same map?
11. The ocial ratio of width to length for the US ag is 10 to 19. If a
ag is 45 inches wide, what is the length of the ag?
12. East Elementary has 1500 students. The student to teacher ratio is
20 to 1. How many teachers are employed at East Elementary?
13. East Elementary has 1500 students. The ratio of female students to
male students is 16 to 9. How many female students attend East
Elementary?
14. Wildlife ocials want to estimate the number of sh in Bluegill Lake.
As a result, they tag a total of 150 sh from the lake. What is the
estimated number of sh in Bluegill Lake if six months later ocials
catch 250 sh and 75 are tagged?
15. The directions on a bag of cement are to mix 1 part cement, 2 parts
sand, and 3 part gravel. If you have 14 pounds of sand, how many
pounds of cement and how many pounds of gravel should be mixed
with this sand?
16. A metal tube measuring 3 feet long weighs 28 pounds. What is the
weight of a similar tube that measures 2
1
4
feet?
17. If there are 7.62 cm in 3 inches, how many centimeters are there in
8 inches?
18. A family purchases 2 gallons of milks every 3 weeks. At this rate, how
many gallons of milk can this family expect to purchase in a year?
19. According to Physics, the weight of an object on the moon is propor-
tional to its weight on Earth. If a 144 pound woman weighs 24 pounds
on the moon, what would a 84 pound boy weigh on the moon?
20. The property tax for a home with an assessed value of $145, 000 is
$1, 373.88. What is the property tax for a house with an assessed
value of $124, 000
1.9 Properties of Inequality and Linear Inequali-
ties
A linear inequality in one variable is an inequality that can be written
in one of the following forms:
ax + b < c, ax + b c, ax + b > c, or ax + b c
where a, b, and c are real numbers with a = 0. A solution of an inequality
in one variable is a number that makes the inequality true when all the
occurrences of the variable in the inequality are replaced with that number.
To solve an inequality means to nd all of its solutions.
The solution of a linear inequality can be written in two dierent ways:
inequality or interval notation. Before we start solving linear inequalities,
we need to discuss these two dierent ways.
An inequality uses the inequality signs along with the endpoints of the
interval. For example, x 3 represents all of the real numbers less than or
equal to 3. Here, 3 is considered an endpoint of the interval.
Interval Notation can also be used to describe a set of numbers. For
interval notation, a parenthesis is used to denote that the endpoint is not
included in the interval; whereas, a bracket is used to denote that the end-
point is included in the interval. It is important that the smallest endpoint
be written on the left and the largest endpoint be written on the right. If
there is no smallest endpoint of the interval, we use the symbol (neg-
ative innity). The symbol is not a number, but indicates that the
interval continues indenitely through negative real numbers. Likewise, if
there is no largest endpoint of the interval, we use the symbol (innity).
Once again, is not a number, but is used to indicate that the interval
continues indenitely through positive real numbers.
Example 1 Rewrite the following inequalities in interval notation.
(a) x 7
(b) 4 x < 9
(c) x < 14
(d)
4
5
< x
9
2
Solution 1 (a) Notice that there is no largest endpoint and
also that 7 is included in the interval. Hence, the interval
notation is [7, )
1.9. LINEAR INEQUALITIES 75
(b) Notice that 4 is included in the interval, while 9 is not
included in the interval. Therefore, the interval notation is
[4, 9)
(c) Here there is no smallest endpoint. So, the interval no-
tation is (, 14)
(d) Finally,
4
5
is the smallest endpoint but it is not included
in the interval. The largest endpoint is
9
2
and it is included
in the interval. Thus, the interval notation is
_
4
5
,
9
2
Practice 1 Rewrite the following inequalities in interval notation.

(a) 5 < x
(b)
3
7
x <
5
3
(c) x 9
The following chart summarizes various inequalities in interval notation.
Inequality Interval Notation
x < b (, b)
x b (, b]
x > a (a, )
x a [a, )
a < x < b (a, b)
a x < b [a, b)
a < x b (a, b]
a x b [a, b]
Solving a linear inequality in one variable is very similar to solving a
linear equation in one variable with one exception. Below are the important
properties that we will use in solving linear inequalities.
Addition Property of Inequality:
If a < b then a + c < b + c.
Multiplication Property of Inequality: Let c = 0.
1. If a < b and c > 0 then ac < bc.
2. If a < b and c < 0 then ac > bc.
CAUTION: DO NOT reverse the inequality when you add or
subtract a negative number; only when you multiply or divide
by a negative number.
The Addition Property allows us to subtract the same quantity from
both sides by adding the opposite of a quantity. The Multiplication Property
allows us to divide each side by the same nonzero quantity by multiplying
both sides by its reciprocal. See Example 1.
As with linear equations, remember to perform the same operation on
both sides (or all parts) of the inequality.
Example 2 Solve for x: 3(2x 4) < 5(3x 1)
Solution 2
3(2x 4) < 5(3x 1)
6x 12 < 15x 5 distributive property
6x 12 15x < 15x 5 15x Addition Property
9x 12 < 5 combine like terms
9x 12 + 12 < 5 + 12 add 12
9x < 7 combine like terms
1
9
(9x) >
1
9
(7) Multiplication Property
x >
7
9
_
7
9
,
_
Note that using the Addition Property to add 15x to each side is the same
as subtracting 15x from each side; similarly, multiplying by
1
9
is the same
as dividing by 9.
Practice 2 Solve 5 2(3x + 1) 4x + 3 (Answer on page 80.)
The Multiplications Property of Inequality permits us to eliminate frac-
tions by multiplying both sides of the inequality by the same nonzero con-
stant, just as we did with linear equations. Therefore, we can eliminate
fractions by multiplying by the least common multiple of the denominators.
Example 3 Solve
2
3
(x 4) +
1
4
(x + 1)
1
6
(3x + 7) 1
Solution 3
2
3
(x 4) +
1
4
(x + 1)
1
6
(3x + 7) 1
2
3
x
8
3
+
1
4
x +
1
4

1
2
x +
7
6
1 distributive property
12
_
2
3
x
8
3
+
1
4
x +
1
4
_
12
_
1
2
x +
7
6
1
_
multiply by LCM of 12
8x 32 + 3x + 3 6x + 14 12
11x 29 6x + 2 collect like terms
11x 29 + 29 6x + 2 + 29 add 29
11x 6x 6x + 31 6x subtract 6x
5x
5

31
5
divide by 5
x
31
5
_
,
31
5
_
Practice 3 Solve
1
3
(4x + 2) +
1
5
(3 + x) 4 (Answer on page 80.)
Not every linear inequality has a left and right hand side only. In fact,
some consist of three parts left hand side, middle, and right hand side.
The example, 2 < x 5, is considered a compound inequality (also
called a double inequality) because it is the combination of two inequalities.
Namely, 2 < x 5 says that 2 < x and x 5 at the same time. To
solve a three part, or compound inequality, we need to isolate the variable
in the middle part. Even though the addition and multiplication properties
of inequalities are stated for two part inequalities they can be generalized
to compound inequalities.
Example 4 Solve 9 < 3 (2x + 1) < 21
Solution 4
9 < 3(2x + 1) < 21
9 < 6x + 3 < 21 distributive property
9 3 < 6x + 3 3 < 21 3 subtract 3
12 < 6x < 18
12
6
<
6x
6
<
18
6
divide by 6
2 < x < 3
(2, 3)
Practice 4 Solve 5 2 (3x 4) < 16 (Answer on page 80.)
In three part inequalities, we can also eliminate fractions by multiplying
by the LCM.
Example 5 Solve 3
2x + 1
3
9
Solution 5
3
2x + 1
3
9
3 (3) 3
_
2x + 1
3
_
3 (9) multiply by 3
9 2x + 1 27
9 1 2x + 1 1 27 1 subtract 1
8 2x 26
8
2

2x
2

26
2
divide by 2
4 x 13
[4, 13]
Practice 5 Solve 5 <
3x4
2
5 (Answer on page 80.)
Linear inequalities also arise in application problems.
Example 6 Jill scored an 88, 94, and 82 on her rst three math tests. An
average of at least 90 will earn her an A in the course. What does Jill need
to score on her fourth and nal test to earn an A in the course?
Solution 6 Let x = Jills fourth test score.
Then since her average needs to be at least a 90, we have
90
88 + 94 + 82 + x
4
4(90) 4
_
88 + 94 + 82 + x
4
_
multiply by 4
360 88 + 94 + 82 + x
360 264 + x simplify
360 264 264 + x 264 subtract 264
96 x
[96, )
Therefore, in order for Jill to receive an A in the course, she
must score at least a 96 on the fourth test.
Practice 6 Kayla has received a 76, 89, 84, and 79 on the rst four exams
in Spanish. Kayla would like to receive at least a B in this course, which is
awarded with at least a 83 average. What does Kayla need to score on her
fth test to receive a B in Spanish? (Answer on page 80.)
Example 7 The local grocery store rents carpet cleaners for $25 plus $5.50
per hour. If Chrissy can spend no more than $80 to clean her carpets, how
long can she rent the carpet cleaner? (Assume all portions of an hour are
prorated.)
Solution 7 Let x = the number of hours carpet cleaner is rented.
This means that her cost for renting the carpet cleaner is given
by 25 + 5.5x. Therefore,
25 + 5.50x 80
25 + 5.50x 25 80 25 subtract 25
5.50x 55
5.50x
5.50

55
5.50
divide by 5.50
x 10
Hence, she can rent the carpet cleaner for a maximum of 10
hours.
Practice 7 The local lake rents paddle boats for $30 plus $12 per hour. If
Jake has a maximum of $84 to spend, how many hours can he rent the paddle
boat? (Assume all portions of an hour are prorated.) (Answer on page 80.)
1. (a) (5, )
(b)
_
3
7
,
5
3
_
(c) (, 9]
2. x 0; (, 0)
3. x
41
23
;
_
,
41
23
4.
1
2
x < 4;
_
1
2
, 4
_
5. 2 < x
14
3
;
_
2,
14
3
6. Kayla must score at least a 87.

7. Jake can rent the boat for a max-
imum of 4.5 hours.
In #1#6 rewrite the following inequalities in interval notation.
1. 3 x
2. 2 < x 8
3. x < 7
4. 3 x
11
2
5. x
3
4
6. 14 x
In #7#26 solve each linear inequality. Write solutions using
interval notation.
7. 3x 7 5x + 3
8. 7x + 8 4 3x
9.
1
2
x + 3
2
3
x 4
10. 4(x 3) + 5 9 + 2x
11. 3 + 2x > 5 + 3(2x 7)
12. 2(5x 4) 3(6x + 2)
13. 7(2x 1) + 4 < 3(4x + 3)
14. 4x + 6(5 2x) 4(3 5x) + 7
15.
7
5
(10x 1)
2
3
(6x + 5)
16. 4(2x 3) + 7 > 3(2x 5) 9(3x 2)
17.
2
3
(x 7) +
1
6
(3x 4) 3
18. 2(4 + 7x) 7 + 6x 5 9x
19. (9 + 2k) 5 + 4k 4 + 5k
20.
1
4
(p + 6) +
3
2
(2p 5) < 10
21. 4 3x 5 7
22. 3 < 5(4 3x) 12
23. 7 3(2x 5) < 10
24. 2
15 6x
5
< 5
25. 2
4 + 5x
7
< 6
26.
2
3

4
5
(2x 3) < 5
27. The Jones Family is renting a van for their 7 day family vacation.
Auto Depot rents minivans for $35 per day and $0.02 per mile. Car
Zone rents the same minivan for $43 per day with no additional charge
for mileage. How many miles would the Jones Family need to drive
for the the Car Zone rental to be the cheapest?
28. You are oered two dierent real estate positions. Job 1 pays $250
per week plus a 6% commission on sales. Job 2 pays 9% commission
only. What do the average weekly sales need to be in order for Job 1
to be the better deal?
29. The local parking garage calculates the cost for parking using the
formula c = 0.50 + 1.25h where c is the cost in dollars and h is the
number of hours parked rounded to the next highest integer.
(a) When will the cost be $5.50?
(b) When will the cost be more than $12.00?
(c) When will the cost be less than $9.00?
1.10. NONLINEAR EQUATIONS AND INEQUALITIES 83
1.10 Nonlinear Equations and Inequalities
In a previous section we considered linear equations. However, how would
we solve a nonlinear equation? Consider the equation x
2
= 9. What are
the solutions? We know that x = 3 is certainly a solution since 3
2
= 9.
However, it is not the only one. Remember that (3)
2
= 9. As a result, the
solutions for x
2
= 9 are x = 3 and x = 3.
Example 1 Solve x
2
= 25
Solution 1 We know that 5
2
= 25 and (5)
2
= 25. So, x = 5
and x = 5 are the solutions to x
2
= 25.
Practice 1 Solve x
2
= 49 (Answer on page 91.)
Example 2 Solve 4x
2
= 16
Solution 2 Dividing both sides by 4 we obtain x
2
= 4. Recalling
that 2
2
= 4 and (2)
2
= 4, we nd that x = 2 and x = 2 are
the solutions of 4x
2
= 16.
Practice 2 Solve 5x
2
Example 3 Solve
1
x
= 16
Solution 3 First, notice that x = 0. Assuming that x = 0, we
obtain
1
x
= 16
x
_
1
x
_
= x(16) multiplying by LCM of denominators
1 = 16x
1
16
=
16x
16
1
16
= x
Hence, the only solution is x =
1
16
.
Practice 3 Solve
1
x
Nonlinear equations can also contain square roots as in our next example.
Example 4 Solve

4x = 14
Solution 4 This means that the 4x under the square root must
be the square of 14. Namely, 4x = 196. Dividing both sides by
4, we obtain x = 49 as the solution to

4x = 14.
Practice 4 Solve

3x = 12 (Answer on page 91.)
The absolute value of a, denoted |a|, is the distance between zero and a
on the real number line. As a result, |4| = 4 and |7| = 7. Since an absolute
value represents distance, we know that it cannot be negative. Hence, |a| is
always positive or zero. When we have an absolute value equation such
as |x| = 1, this is interpreted as saying that the distance between x and zero
is one unit. Hence, x = 1 or x = 1. Likewise, |x| = 5 would result in x = 5
or x = 5.
Example 5 Solve |2x + 3| = 5
Solution 5 We know that the 2x + 3 inside the absolute value
must be either 5 or 5. So, we solve each of the following equa-
tions.
2x + 3 = 5
2x = 2
x = 1
2x + 3 = 5
2x = 8
x = 4
Hence, the solutions are x = 1 or x = 4
Practice 5 Solve |4x + 1| = 7 (Answer on page 91.)
Example 6 Solve

2
3
x 5
= 17
Solution 6 We know that
2
3
x5 inside the absolute value must
be either 17 or 17. Hence, we solve those two equations.
2
3
x 5 = 17
2
3
x = 22
3
2

2
3
x =
3
2
22
x = 33
2
3
x 5 = 17
2
3
x = 12
3
2

2
3
x =
3
2
(12)
x = 18
Hence, x = 33 or x = 18
Practice 6 Solve

3
5
x 2
= 5. (Answer on page 91.)

We now turn our attention to nonlinear inequalities. Recall that solv-
ing a linear inequality was very similar to solving the corresponding linear
equation except that when multiplying or dividing by a negative number we
need to reverse the inequality sign. However, consider the nonlinear inequal-
ity x
2
9. How would this be solved? Well, consider the corresponding
equation x
2
= 9. Recall that we found the solutions of this equation are 3
or 3.
Returning to x
2
9, we nd that x = 3 and x = 3 are boundary
points. But are there any other values of x for which the inequality is true?
Lets look at a number line to answer this question. If we plot our boundary
points 3 and 3 we see that they divide up our number line into three
intervals: all numbers less than 3; all numbers between 3 and 3; and
nally, all numbers greater than 3.
0 -3 3
all numbers less than -3 all numbers between -3 and 3 all numbers greater than 3
So, how can we nd all solutions for x
2
9? Lets do some guess and
check. Choose 4 as our test point in the rst interval, the numbers less
than 3. Is (4)
2
9? Yes, since 16 9. Notice, no matter what number
you choose from that rst interval it will be a solution for x
2
9. What
about numbers between 3 and 3? Well, if we choose zero as our test value,
we get 0
2
9 which is false. Finally, if we choose 4 as our test point from
the third interval, we nd 4
2
9 is true. Hence, all the numbers in the
rst and third intervals are solutions. The solution for x
2
9 is x 3 or
x 3.
To solve a nonlinear inequality, we can rst solve the corresponding
equation. This gives us our boundary points. The boundary points are used
to divide up the real number line and check test points from the resulting
intervals. Note that if the inequality is < or >, the boundary points will
not be part of the solution.
Example 7 Solve x
2
25
Solution 7 First, we solve the corresponding equation x
2
= 25.
We know that 5
2
= 25 and (5)
2
= 25. So, x = 5 and x = 5
are our boundary points. Again, we consider three intervals:
0 -5 5
We need to choose a test point from each interval
1st interval
x < 5
test point = 6
(6)
2
25
36 25
false
2nd interval
5 < x < 5
test point = 0
(0)
2
25
0 25
true
3rd interval
x > 5
test point = 6
(6)
2
25
36 25
false
As a result, the only values of x that satisfy x
2
25 are those
values in the second interval; namely, 5 x 5 is the solution.
Practice 7 Solve x
2
Example 8 Solve 4x
2
> 16
Solution 8 Again, we start with the corresponding equation 4x
2
=
16. Dividing both sides by 4 we obtain x
2
= 4. Recalling that
2
2
= 4 and (2)
2
= 4, we nd that x = 2 and x = 2 are our
boundary points. However, notice that since our inequality is a
strict greater than, our boundary points are not included in our
solution.
So, examining our number line, we nd three intervals once
again:
0 -2 2
Next, we choose test points in each interval.
1st interval
x < 2
test point = 3
4(3)
2
> 16
4(9) > 16
36 > 16
true
2nd interval
2 < x < 2
test point = 0
4(0)
2
> 16
4(0) > 16
0 > 16
false
3rd interval
x > 2
test point = 3
4(3)
2
> 16
4(9) > 16
36 > 16
true
Therefore, the solution for 4x
2
> 16 is x < 2 or x > 2.
Practice 8 Solve 5x
2
> 80 (Answer on page 91.)
Example 9 Solve
1
x
< 9
Solution 9 First, we solve the corresponding equation
1
x
= 9.
Note immediately that x = 0. Although this is not a solution,
it will serve as one of our boundary points. Here, we see that
x =
1
9
is the only solution to
1
x
= 9. When we place x =
1
9
and
x = 0 on a number line, we again have three intervals.
0 1/9
all numbers less than 0 all numbers between 0 and 1/9 all numbers greater than 1/9
Again, we choose test points in each interval.
1st interval
x < 0
test point = 1
1
1
< 9
1 < 9
true
2nd interval
0 < x <
1
9
test point =
1
10
1
1
10
< 9
10 < 9
false
3rd interval
x >
1
9
test point = 1
1
1
< 9
1 < 9
true
Thus, the solution for
1
x
> 9 is x < 0 or x >
1
9
.
Practice 9 Solve
1
x
Nonlinear inequalities can also contain square roots as in our next ex-
ample.
Example 10 Solve

4x > 14
Solution 10 Again, we solve the corresponding equation
4x =
14. This means that the 4x under the square root must be the
square of 14. Namely, 4x = 196. Dividing both sides by 4,
we obtain x = 49 as a boundary point. Recall that in the real
number system we are unable to take the square root of a negative
number. As a result, no negative xvalue will be considered.
Thus, although zero is not a solution to 4x = 196, it will serve
as one of our boundary points. Thus, we have two intervals:
0 49
all numbers between 0 and 49 all numbers greater than 49
Once again, we choose test points in each interval.
1st interval
0 < x < 49
test point = 1
_
4(1) > 14
4 > 14
2 > 14
false
2nd interval
x > 49
test point = 100
_
4(100) > 14
400 > 14
20 > 14
true
Remember since our inequality is >, the boundary point 49 is
not part of the solution. Hence, the solution is x > 49.
Practice 10 Solve

3x 12 (Answer on page 91.)
Next, we consider absolute value inequalities. Recall that the abso-
lute value equation |x| = 1 can be interpreted as the distance from x and
zero on a number line is one unit. How then can we interpret |x| < 1 or
|x| > 1? We will consider each of these separately. First, take |x| < 1. We
are not just talking about one or two values of x but all numbers that are
less than one unit from zero on the number line. The following diagram
represents our set.
5 4 3 2 1 -5 -4 -3 -2 -1 0 7 6 -6
Hence, we write this answer as 1 < x < 1. Similarly, if we consider
|x| 2, we are talking about all the numbers on the number line that are less
than or equal to two units from zero on the number line. Hence, 2 x 2.
Now, consider |x| > 2. We can interpret this as all the numbers that are
greater than (or more than) two units away from zero on the number line.
The following diagram represents this set.
5 4 3 2 1 -5 -4 -3 -2 -1 0 7 6 -6
more than 2 units
from zero
more than 2 units
from zero
For this one, we write our answer in two pieces: x < 2 or x > 2. A similar
expression holds for |x| 5; namely, x 5 or x 5.
Example 11 Solve |2x 3| < 5
Solution 11 We are interested in all the values of x for which
2x 3 is less than ve units from zero on the number line. As a
result, we need to solve 5 < 2x 3 < 5.
5 < 2x 3 < 5
2 < 2x < 8
1 < x < 4
Hence, 1 < x < 4 is the solution.
Practice 11 Solve |3x 2| 9. (Answer on page 91.)
Example 12 Solve |3x + 5| 7
Solution 12 We are interested in all the values of x for which
3x + 5 is greater than or equal to seven units from zero on the
number line. As a result, either 3x + 5 7 or 3x + 5 7.
3x + 5 7
3x 2
x
2
3
3x + 5 7
3x 12
x 4
Hence, the solution is x
2
3
or x 4.
Practice 12 Solve |4x + 2| 8. (Answer on page 91)
1. x = 7 or x = 7
2. x = 4 or x = 4
3. x =
1
7
4. x = 48
5. x =
3
2
or x = 2
6. x =
35
3
or x = 5
7. 7 x 7
8. x < 4 or x > 4
9. 0 < x
1
4
10. 0 x 48
11.
7
3
x
11
3
12. x
3
2
or x
5
2
In #1#20 solve the equation.
1. x
2
= 144
2. 3x
2
= 75
3. 16x
2
= 4
4. 8x
2
= 512
5. 36x
2
9 = 0
6. x
2
5 = 59
7.
14
x
= 7
8.
3
x
+ 1 = 10
9.
6
5x
= 2
10.
3
2x
3 = 7
11.

2x = 10
12.

3x = 2
13. 4
x = 24
14.

5x + 3 = 18
15.

x + 4 = 12
16. |3x 6| = 2
17. |2x + 7| = 3
18. |2x + 1| = 9
19.

2
5
x + 1
= 11
20. | 3x + 7| = 9
In #21#40 solve the inequality. Write solutions using interval
notation.
21. x
2
> 64
22. x
2
100
23. 2x
2
50
24. 3x
2
< 192
25. 7x
2
> 28
26.
1
x
< 7
27.
1
x
5
28.
1
x
4
29.
3
x
9
30.

3x 6
31.

6x < 5
32.
3
2x 4
33. 3
x 24
34. 3
7x 12
35. |2x| 14
36. |3x| < 12
37. |4x 3| 5
38. |6x + 3| > 8
39. |5x 2| 7
40. |9x + 2| < 3
1.11. EQUATIONS IN TWO VARIABLES 93
1.11 Equations in Two Variables
In Section 1.5 we solved some equations in one variable. Recall that a
solution of an equation in one variable is a number that makes the equation
true when the variable is replaced by that number. For an equation having
two variables, two numbers will be required for a solution, one for each
variable.
Example 1 (a) Determine whether x = 2 and y = 3 is a solution of
the equation 3x + y = 9.
(b) Determine whether x = 3 and y = 2 is a solution of the equation
3x + y = 9.
Solution 1 (a) Substituting x = 2 and y = 3 into the
rst equation we have
3(2) + (3) = 6 + 3 = 9.
Hence, the substitution results in a true statement. Thus,
x = 2 and y = 3 is a solution to 3x + y = 9.
(b) Substituting x = 3 and y = 2 into the equation we
have
3(3) + 2 = 6 + 2 = 8 = 9.
Hence, the substitution does not result in a true statement.
Thus, x = 3 and y = 2 is not a solution to 3x + y = 9.
Practice 1 Determine whether x = 2 and y = 4 is a solution of
4x + 2y = 1.
We see from Example 1 that in a solution of an equation with two vari-
ables, it is important to be careful about which number replaces which
variable. So we say that a solution of an equation in two variables is a
pair of numbers , one number assigned to each variable, such that the equa-
tion is true when each occurrence of a variable in the equation is replaced
by its assigned number. We can keep things organized by establishing an
order for the variables: the variables will usually be x and y, in that order.
This allows us to abbreviate a solution of an equation in two variables as
an ordered pair of numbers, that is, two numbers in a particular order,
written (a, b), where a is the rst number and b is the second. For example,
we know from Example 1 that (2, 3) is a solution of 3x + y = 9 while (3, 2)
is not.
Example 2 Determine whether
_
1
2
, 3
_
is a solution of 5y = 7 14x.
Solution 2 Replacing x with
1
2
and y with 3, we obtain
5(3) = 7 14
_
1
2
_
15 = 7 + 7
15 = 14
Hence,
_
1
2
, 3
_
is not a solution to 5y = 7 14x.
Practice 2 Determine if
_
4,
2
3
_
is a solution to 2x + 1 = 3 + 9y. (Answer
on page 102.)
Examples 1 and 2 are examples of a special kind of equation in two
variables called linear equations. (We will see some nonlinear later in this
section.) A linear equation in two variables is an equation that can be
written in the form
ax + by = c
where a, b and c are real numbers such that a and b are not both zero. If
a and b are both not zero, it is easy to ll in a missing component of an
ordered pair so that it becomes a solution of the linear equation as the next
example illustrates.
Example 3 Given 3x 2y = 7 complete the following ordered pairs to nd
a solution.
(a) (1, ?)
(b)
_
?,
5
2
_
Solution 3 (a) We start by replacing x with 1 and solve
for y.
3(1) 2y = 7
3 2y = 7
2y = 10
y = 5
Hence, the ordered pair solution is (1, 5).
(b) This time, we start by replacing y with
5
2
and solve for
x.
3x 2
_
5
2
_
= 7
3x 5 = 7
3x = 12
x = 4
Hence, the ordered pair solution is
_
4,
5
2
_
.
Practice 3 Complete the ordered pair
_
2
5
, ?
_
to nd a solution of 7y =
15x 4. (Answer on page 102.)
In the previous example we solved for the missing coordinate in an or-
dered pair solution. However, suppose that we were interested in solving for
the missing term in several ordered pair solutions. Instead of writing each
ordered pair, we could organize them in a chart or table.
Example 4 Given 2x 4y = 3, complete the following table.
x y
2
1
2
0
0
Solution 4
when x = 2, 2(2) 4y = 3 = 4y = 1 or y =
1
4
when y =
1
2
, 2x 4
_
1
2
_
= 3 = 2x = 1 or x =
1
2
when x = 0, 2(0) 4y = 3 = 4y = 3 or y =
3
4
when y = 0, 2x 4(0) = 3 = 2x = 3 or x =
3
2
The table of solutions therefore becomes
x y
2
1
4
1
2
1
2
0
3
4
3
2
0
Practice 4 Given 4x + 2y = 7, complete the following table. (Answers on
page 102.)
x y
5
3
2
0
0
Suppose we now wanted to plot the solutions to a linear equation in
two variables. We will need to have two axes one for the x variable and
another for the y variable. Together these axes will form the Rectangular
Coordinate System, or Cartesian Coordinate System. The horizontal
axis is the xaxis and the vertical axis is the yaxis. These two axes divide
the xyplane into four quadrants and the intersection of the two axes is
called the origin and is denoted (0, 0).
To plot an ordered pair on the Cartesian coordinate system we start
at the origin and move the number of places determined by the x and y
coordinates. For example, to plot (2, 4), starting at the origin, we move 2
units to the left, and then four units up on a line parallel to the yaxis.
Example 5 Plot the following points on the same coordinate system:
A = (2, 3), B = (2, 3), C = (1, 4), and D = (1, 5).
Solution 5
-
6
?
y
x
0
tA
t
B
t
C
t
D
Practice 5 Plot the following points on the same coordinate system:
A = (0, 2), B = (2, 0), C = (1, 4), and D = (4, 1). (Answers on page 102.)
The next example is a prelude to graphing linear equations.
Example 6 Find 3 solutions of y = 3x + 1 and plot them.
Solution 6 As with Example 4, we will organize our results in a
table. However, unlike Example 4, we are not provided with any
coordinates. Hence we choose any number for either x or y and
solve for its corresponding coordinate. Consider the following:
x y
1
0
1
To nish the problem, we substitute each of these values into x
and solve for the corresponding yvariable. Thus,
when x = 1, y = 3(1) + 1 = 3 + 1 = 2
when x = 0, y = 3(0) + 1 = 0 + 1 = 1
when x = 1, y = 3(1) + 1 = 3 + 1 = 4.
Therefore, three solutions of y = 3x + 1 are
x y
1 2
0 1
1 4
We now plot them to obtain
-
6
?
y
x
0
t
t
t
In the previous example, we randomly chose numbers for x and solved
for their corresponding yvalues. We could also have chosen values for y
and solved for their corresponding xvalues. Furthermore, we could also
have chosen many dierent values of both x and y and complete the ordered
pairs.
Practice 6 Find three solutions of x = 3y + 2 and plot them. (Answers on
page 102.)
Example 7 Find three solutions for 2x + 3y = 6 and plot them.
Solution 7 Instead of organizing our results in a table, let us
consider a few ordered pairs to complete. For this example, con-
sider (0, ), ( , 0), and (3, ). Hence, substituting the values
in for the correct variable we see that
when x = 0, 2(0) + 3y = 6 = 3y = 6 or y = 2
when y = 0, 2x + 3(0) = 6 = 2x = 6 or x = 3
when x = 3, 2(3) + 3y = 6 = 3y = 12 or y = 4
Hence, three solutions for 2x + 3y = 6 are (0, 2), (3, 0), and
(3, 4). The below graph shows these solutions plotted on the
same coordinate plane.
-
6
?
y
x
0
t
t
t
Practice 7 Find three solutions for 4x 2y = 8 and plot them. (Answers
on page 102.)
Notice in the previous two examples that the three solutions appear to lie
in a straight line. Will this always happen when we graph a linear equation?
Yes, but we will discuss this in a later module. For our nal examples, we
turn our attention away from linear equations in two variables.
Example 8 Find four solutions of y = 2x
2
1 and plot them.
Solution 8 Consider the following ordered pairs (0, ), (1, ), (2, ),
and (1, ). Substituting the values in for the correct variable we
see that
when x = 0, y = 2(0)
2
1 = 0 1 = 1
when x = 1, y = 2(1)
2
1 = 2 1 = 1
when x = 2, y = 2(2)
2
1 = 8 1 = 7
when x = 1, y = 2(1)
2
1 = 2 1 = 1
Hence, four solutions of y = 2x
2
1 are (0, 1), (1, 1), (2, 7),
and (1, 1). Therefore, when we plot them we obtain
-
6
?
y
x
t
t
t
t
0
Note that for the rst time, the solutions do not lie in a straight line.
What is dierent between the equation given in the above example compared
to the two previous examples? If you said the exponent, you are right.
Practice 8 Find four solutions of x = 3y
2
+ 2 and plot them. (Answers on
page 102.)
Let us consider another example whose graph is not a straight line. Can
you see the dierence in this example?
Example 9 Find four solutions of x
2
+ y
2
= 4.
Solution 9 We start by considering the following ordered pairs:
(0, ) and ( , 0). We see that
when x = 0, (0)
2
+ y
2
= 4 = y
2
= 4 or y = 2
when y = 0, x
2
+ (0)
2
= 4 = x
2
= 4 or x = 2.
Hence, we have four solutions; namely, (0, 2), (0, 2), (2, 0),
and (2, 0). When we plot these four solutions on the same axes
we obtain
-
6
?
y
x
0
t
t
t
t
Practice 9 Find four solutions of x
2
+ y
2
= 16. (Answers on page 102.)
In a later section we will see that x
2
+y
2
= r
2
is the equation of a circle
centered at the origin with radius r. Hence, x
2
+y
2
= 4 is the circle centered
at the origin with radius 2. For our last example, recall that the absolute
value of a, denoted |a|, is the distance a number is from zero on the real
number line.
Example 10 Find ve solutions of y = |x| + 3 and plot them
Solution 10 Again, we consider the following ordered pairs:
(0, ), (1, ), (1, ), (2, ), and (2, ). Hence,
when x = 0, y = |0| + 3 = 3
when x = 1, y = |1| + 3 = 1 + 3 = 4
when x = 1, y = | 1| + 3 = 1 + 3 = 4
when x = 2, y = |2| + 3 = 2 + 3 = 5
when x = 2, y = | 2| + 3 = 2 + 3 = 5
Therefore, the graph of these ve solutions is
-
6
?
y
x
0
t
t t
t t
Practice 10 Find ve solutions of y = 2|x| 3. (Answers on page 102.)
1. not a solution
2. solution
3.
2
5
,
2
7
4.
x y
3
4
5
3
2
1
2
0
7
2
7
4
0
5. A = (0, 2), B = (2, 0), C = (1, 4), and
D = (4, 1).
-
6
?
y
x
0
tA
tC
tD
t
B
6. There are many solutions. One example is
x y
1 1
2 0
5 1
-
6
?
y
x
0
t
t
t
x y
0 4
2 0
1 2
-
6
?
y
x
0
t
t
t
(2, 0), (5, 1), (5, 1), and (
7
3
,
1
3
).
-
6
?
y
x
0
t
t
t
t
(4, 0), (4, 0), (0, 4) and (0, 4).
-
6
?
y
x
0
t t
t
t
10. There are many solutions. One example
is (0, 3), (1, 1), (1, 1), (2, 1), and
(2, 1).
-
6
?
y
x
0
t
t t
t t
1. Determine whether x = 3 and y = 2 is a solution of 4x 2y = 16.
2. Determine whether (3, 1) is a solution of 5x + 3y = 12
3. Complete the following ordered pairs to nd solutions of 5x 2y = 9.
(a) (4, )
(b)
_
,
1
2
_
(c) (0, )
(d) ( , 0)
4. Complete the following ordered pairs to nd solutions of 7x +3y = 8.
(a) ( , 1)
(b) (2, )
(c)
_
2
7
,
_
(d)
_
,
1
3
_
5. Complete the following ordered pairs to nd solutions of
6x + 5y = 7.
(a) (0, )
(b) (2, )
(c) ( , 1)
(d)
_
,
2
5
_
6. Complete the following ordered pairs to nd solutions of
1
2
x+
4
3
y = 2.
(a) ( , 0)
(b) (4, )
(c) ( , 6)
(d)
_
,
1
2
_
7. Given 8x 3y = 1 complete the following table of values:
x y
1
1
4
2
8. Given 7x + 2 = 3y complete the following table of values:
x y
0
3
1
2
9. Given 2x +3y = 4 complete the following table of values:
x y
2
4
2
3
6
10. Given x 3y = 12 complete the following table of values:
x y
0
2
2
3
5
11. Given 3x = 8 + 2y complete the following table of values:
x y
3
3
4
5
2
12. Plot the following points on the same coordinate plane:
A = (3, 1), B = (5, 3), C =
_
1
2
, 4
_
, D = (2, 5)
13. Find three solutions of y = 5x 1 and plot them.
14. Find three solutions of 2x + 4y = 8 and plot them.
15. Find three solutions of 6y = 5x + 2 and plot them.
16. Find three solutions of y = 3x
2
+ 2 and plot them.
17. Find four solutions of x = y
2
+ 3 and plot them.
18. Find four solutions of x
2
+ 4y
2
= 16 and plot them.
19. Find four solutions of x
2
+ y
2
= 25 and plot them.
20. Find ve solutions of y = 3|x| 2 and plot them.
21. Find ve solutions of y = 2|x 1| + 3 and plot them.
22. Find ve solutions of y = 2|x + 1| + 3 and plot them.
1.12 Deriving Common Formulas in Two Variables
We end Fundamental Mathematics II with a derivation of some common
formulas in two variables; namely, the area formulas for a rectangle, square,
triangle, and parallelogram. (Click here to review computation with formu-
las from FM1) The area of a plane gure is the number of square units
it would take to ll it. The most commonly known area formula is for a
rectangle. So, what is the area formula for a rectangle? Suppose we have a
rectangle that measures 5 inches by 3 inches as shown below.
5 inches
3 inches
To nd the area of this rectangle we are interested in how many square
inches it would take to cover this rectangle. One square inch is illustrated
by a square that is one inch on a side. Dividing our rectangle into square
inches we obtain
4 3 2 1
10 9 8 7 6
5
15 14 13 12 11
Therefore, we say that the given rectangle has an area of 15 square
inches. Of course, we could have the answer of 15 quicker by taking taking
5 squares along the bottom stacked 3 high gives us 53 = 15 square inches.
This gives us the area formula for a rectangle.
The area of a rectangle with length l and width w is given by
A
rectangle
= l w = length width.
Now that we know the area of a rectangle, we can tackle the area of a
square. Since every square is a rectangle, we nd that the area of the square
is also length width. However, because the square has the property that
the length and the width are equal, we can convert this formula into the
following:
1.12. DERIVING COMMON FORMULAS IN TWO VARIABLES 107
The area of a square with length of a side s is given by
A
square
= s s = s
2
.
Next, we turn our attention to a parallelogram. A parallelogram is a
polygon with two pairs of parallel sides as seen below. (Note that we use
arrows to denote parallel lines.)
We start by identifying the height of the parallelogram and labelling the top
side as b as shown below.
h
b
Next, we construct a triangle on the right hand side of the parallelogram
that is congruent to the triangle on the left hand side. We then remove the
triangle on the left hand side of the parallelogram as shown below.
b
h
What gure have we created? That is correct, a rectangle is formed.
And we know the area formula for a rectangle, it is length width. For
this gure, we have b h or base height. If you dont believe the above
demonstration, try it for yourself. Take a parallelogram cut from ordinary
paper and perform the cut described above. You will see that the gure
that you end up with is indeed a rectangle. Hence, we can summarize this
formula as follows.
The area of a parallelogram with base b and height h is given by
A
parallelogram
= bh = base height.
Finally, we turn our attention to a triangle. Given any triangle with
height h and base b
h
b
put two copies of it together along one side as follows:
h
b
The result is a parallelogram with the same base and height as the triangle
but twice the area. So the area of the triangle is given by the following
formula:
The area of a triangle with base b and height h is given by
A
triangle
=
1
2
bh =
1
2
(base)(height).
A list of these and other area formulas can be found in the appendix.
1. Show that the area formula for a triangle derived in the section is valid
for an acute triangle.
2. A trapezoid is a four sided polygon with exactly one pair of parallel
sides. Starting with a trapezoid, use the techniques discussed in this
section to derive the area formula for a trapezoid.
3. Starting with a parallelogram cut it along both heights to form three
gures: two right triangles and one rectangle. Use these to derive the
area formula for a parallelogram.
4. The perimeter is the distance around a gure.
(a) Derive the formula for the perimeter of a rectangle.
(b) Derive the formula for the perimeter of a square.
5. The surface area of a three-dimensional gure is the total area of the
faces of the gure. To nd the surface area of a box we can nd the
area of each side and sum all of these values together.
(a) Use this technique on the box given below to derive a formula for
the surface area of a box.
l
w
h
(b) Now assume that the box has no top. What is the surface area
of the box?
(c) How would the formula change if the box had a square bottom
of length x? (Assume that the box has a top).
(d) What would the surface area of a cube be is the length of each
side is x? (A cube is a box with all sides the same length).
In #6#15, solve the equation for the indicated variable.
6. A = lw for l
7. A =
1
2
bh for h
8. A =
1
2
h(b
1
+ b
2
) for h
9. A =
1
2
h(b
1
+ b
2
) for b
1
10. P = 2w + 2l for w
11. C = 2r for r
12. V = r
2
h for h
13. A = rs + r
2
for s
14. V =
1
3
Ah for A
15. V = lwh for l
In #16#27, use the formulas derived in this section to nd the
answer to the following exercises.
16. Find the perimeter of a rectangle whose width is 13.3 cm and whose
length is 17.9 cm.
17. If the perimeter of an equilateral triangle is 21 in, nd the length of
each side. (An equilateral triangle is a triangle with all sides the same
length.)
18. Find the area of a triangle whose base is 14 inches and whose height
is 8 inches.
19. Find the area of a square whose length of each side is 9 ft.
20. Find the area of a parallelogram whose base is 14.3 cm and whose
height is 12 cm.
21. If the perimeter of a parallelogram is 120 mm, nd the length of its
smallest side if its longest side is 46 mm.
22. The area of a trapezoid is 400 square inches. The height of the trape-
zoid is 20 inches and the length of one of the bases is 28 inches. Find
the length of the other base.
23. The area of a trapezoid is 900 square centimeters. If the bases are
35 cm and 55 cm, nd the height of the trapezoid.
24. Find the height of a triangle whose area is 120 square centimeters and
whose base is 15 cm.
25. Find the length of a rectangle whose area is 271.25 square inches and
whose width is 15.5 in.
26. Find the perimeter of a triangle whose sides have length: x inches,
(2x + 3) inches, and (x + 7) inches.
27. Find the area of the triangle whose base is (x+3) cm and whose height
is 2x cm.
Appendix A
Formulas
Area Formulas:
Area of square:
A
square
= s
2
= side
2
Area of a rectangle:
A
rectangle
= l w = length width
Area of a triangle:
A
triangle
=
1
2
b h =
1
2
base height
Area of a parallelogram:
A
parallelogram
= b h = base height
Area of a trapezoid:
A
trapezoid
=
1
2
h(b
1
+ b
2
) =
1
2
height (sum of the bases)
Area of a circle:
A
circle
= r
2
= (radius)
2
Perimeter and Circumference Formulas:
Perimeter:
P
perimeter
= distance around
In other words, add each side together.
113
114 APPENDIX A. FORMULAS
Circumference of a circle:
C
circle
= 2r = 2(radius)
Angle Properties:
Vertical Angles are opposite angles formed by intersecting lines. Vertical
angles always have the same measurement.
1
2
3
4
In the above gure, 1 and 3 are vertical angles; 2 and 4 are vertical angles.
Complementary Angles are two angles whose sum is 90
.
1
2
Supplementary Angles are two angles whose sum is 180
.
1 2
Corresponding Angles have the same location relative to lines , m and
transversal t.
(IMPORTANT: m if and only if corresponding angles formed by , m,
and t are
congruent.) In Figure A-1, 1 and 5 are corresponding angles. The follow-
ing pairs are also corresponding angles: 2 and 6; 3 and 7; 4 and 8.
115
t
m
l
1
2
3
4
5
6
7
8
Figure A-1
Alternate Interior Angles are nonadjacent angles formed by lines , m,
and transversal t, the union of whose interiors contain the region between
and m.
(IMPORTANT: m if and only if alternate interior angles formed by
, m and t are congruent.) In Figure A-1, 3 and 6 are alternate interior
angles. Likewise, 4 and 5 are also alternate interior angles.
Alternate Exterior Angles are angles on the outer sides of two lines cut
by a transversal, but on opposite sides of the transversal (IMPORTANT:
m if and only if alternate exterior angles formed by , m and t are con-
gruent.) In Figure A-1, 2 and 7 are alternate exterior angles. Similarly,
1 and 8 are alternate exterior angles.
Interior Angles on the same side of the transversal are interior angles
whose interiors are the same. (IMPORTANT: m if and only if the
interior angles on the same side of the transversal are supplementary.) In
Figure A-1, 3 and 5, as well as 4 and 6, are interior angles on the same
side of the transversal.
116 APPENDIX A. FORMULAS
Appendix B
Answers to Exercises
B.1 Counterexamples
(From page 7.)
1. There is no distributive property
for addition over multiplication.
Consider a = 2, b = 3, and c = 4.
Then a + (b c) = 2 + (3 4) =
2 +12 = 14 and (a +b) (a +c) =
(2 + 3) (2 + 4) = 5 6 = 30.
2. False; Let a = 3, b = 4, and c = 2.
Then a(b c) = 3(4 2) = 3(2) =
6 and (ab)(ac) = (34)(32) =
12 6 = 2.
3. True
4. False; Let a = 8, b = 2, and c = 4.
Then a (b c) = 8 (2 4) =
8 8 = 1. However, a b c =
8 2 4 = 4 4 = 16.
5. True
6. False; Let a = 16, b = 8 and c = 2.
Then a b c = 16 8 2 =
2 2 = 1. However, a (b c) =
16 (8 2) = 16 4 = 4.
7. True
8. True
9. True
10. False; Let a = 2 and x = 1. Then
a(x+1)(x2) = 2(1+1)(12) =
2(2)(1) = 4 and (ax +a)(ax
2a) = (2+2)(24) = 4(2) = 8.
11. False; Let a = 7 and b = 3.
Then |a + b| = |7 + 3| = |4| =
4. However, |a| +|b| = |7| +|3| =
7 + 3 = 10.
12. False; Let a = 2, b = 3, and
c = 4. Then a (b c) = 2 (3 4) =
2 12 = 24. However, (a b)(a c) =
(2 3)(2 4) = 6 8 = 48.
13. True
14. True
15. False; Let b = 1. Then (2b)
3
=
(2 1)
3
= 2
3
= 8. However,
2b
3
= 2 (1)
3
= 2 1 = 2.
16. False; Let a = 2 and b = 1. Then
(ab)
2
= (2 1)
2
= 2
2
= 4. How-
ever, ab
2
= 2 1
2
= 2 1 = 2.
117
118 APPENDIX B. ANSWERS TO EXERCISES
17. (a) Let a = 1 and b = 2. Then
(a +b)
2
= (1 +2)
2
= 3
2
= 9,
but a
2
+ b
2
= 1
2
+ 2
2
=
1 + 4 = 5.
(b) True if n = 1.
(c) True if a = 0 or b = 0.
B.2 Integer Exponents
(From page 21.)
1. (a) 3
7
(b) 10
3
2. 1
3. 1
4.
1
81
5.
1
64
6. 81
7. 64
8. 8
9.
1
16
10.
1
4
11.
1
4
12. 25
13. 49
14.
5
16
15.
5
36
16. (a) 81
(b) 10
7
= 10, 000, 000
17. x
6
18. 2
3
19. 2
4
20. 5
7
21. 6
7
22. 2
41
23. 15
14
24. 3
22
25. x
7
y
4
26. 8x
4
27. 49x
10
28. 64x
6
29. 27x
12
y
15
30. 16x
8
y
20
z
36
31. 8x
9
32. 24x
15
33. 6b
9
34.
x
9
y
8
6
35.
9x
8
4y
10
36. xy
3
37. x
13
y
8
38. x
10
y
8
39.
6
x
40.
12
x
2
y
41.
10a
b
4
42.
8y
9
z
15
x
6
43.
16x
6
y
10
z
2
44.
z
6
9x
8
y
4
45.
x
12
z
18
125y
9
46.
3x
6
y
3
47.
6x
11
y
8
z
7
B.3. SCIENTIFIC NOTATION 119
48.
b
8
a
4
c
2
49.
27x
6
y
9
50.
x
20
z
16
y
28
51.
4
x
2
y
52.
4y
6
z
10
x
6
53.
16x
20
81y
8
54.
2x
12
9y
23
55.
8y
24
x
27
z
3
56.
3y
12
4x
6
57.
27y
6
z
8
4x
15
58. Answers vary; 2
13
= 2
6
59. Not equal.
_
3
4
_
2
= 3
42
= 3
8
;
whereas, 3
4
2
= 3
16
.
60. (3 +4)
3
= 3
3
+4
3
since (3 +4)
3
=
7
3
= 343 and 3
3
+ 4
3
= 27 + 64 =
91. In order for (a +b)
3
= a
3
+b
3
we need either a or b to be zero.
Furthermore, the only value of n
for which (a + b)
n
= a
n
+ b
n
is
when n = 1.
61. (a) 4
28
= (2
2
)
28
= 2
56
and
8
18
= (2
3
)
18
= 2
54
. Since
56 > 54, 4
28
> 8
18
.
(b) 3
9
+ 3
9
+ 3
9
= 3 3
9
= 3
10
and 9
6
= (3
2
)
6
= 3
12
. Since
12 > 10, 9
6
> 3
9
+ 3
9
+ 3
9
.
(c) 27
9
= (3
3
)
9
= 3
27
and 9
14
=
(3
2
)
14
= 3
28
. Since 28 > 27,
9
14
> 27
9
.
(d) 6
18
= (2 3)
18
= 2
18
3
18
and 3
36
= 3
18
3
18
. Since
2
18
< 3
18
, 6
18
< 3
36
.
B.3 Scientic Notation
(From page 28.)
1. 946, 000, 000, 000, 000, 000
2. 1,810,000
3. 0.0000000001
4. 0.0043
5. 0.000032
6. 578, 900, 000
7. 693, 000, 000, 000
8. 0.000000034
9. 27, 500, 000
10. 800, 300
11. 0.00000902
12. 0.0005486
13. 8.34 10
3
14. 7.9 10
4
15. 4.2 10
5
16. 4.36 10
6
17. 3.005 10
3
18. 7.201 10
6
19. 2.94 10
8
20. 3.45 10
7
21. 7.03 10
8
22. 6.6 10
9
23. 2.35 10
12
24. 5.32 10
10
25. 7.2 10
12
26. 2.236 10
5
27. 8.82 10
10
28. 8.7822 10
2
29. 3.0804 10
2
30. 6.4 10
6
31. 1.6 10
12
32. 4 10
12
33. 2 10
12
34. 2.3785 10
3
35. 3 10
7
B.4 Polynomials
(From page 35.)
1. Yes. One example:
_
3x
3
+ 7x
2
5
_
+
_
3x
3
+ 8x 2
_
= 7x
2
+ 8x 7.
2. Yes.
3. No. A monomial times a binomial
will always give a binomial.
4. 5th degree; m + n degree
5. 25
6.
23
2
7. 6
8. 35
9. 15
10. 11x
2
3x 11
11. 2x
2
8x + 6
12. x
3
10x
2
+ 22x 5
13. 7x
3
11x
2
+ 6x 9
14. 12x
2
8x
15. 30x
3
+ 15x
2
16. 8x
3
+ 6x
2
10x
17. 15x
4
6x
3
21x
2
18. 15x
3
y
3
+ 21x
3
y
2
9x
4
y
19. 10x
4
y
6
+6x
3
y
7
4x
5
y
8
+14x
2
y
5
20. 4x
2
+ 4x 15
21. 15x
2
22x + 8
22. 28x
2
+ 13x 6
23. 10x
2
x 3
24. 24x
2
+ 8x 2
25. 4x
2
9
26. 16x
2
1
27. 25x
2
4
28. 9x
2
16
29.
9
2
x
2
78
5
x + 2
30. 6x
2
7
12
x
1
6
31. 49x
2
28x + 4
32. 16x
2
+ 24x + 9
33. 4x
2
12x + 9
34. x
3
6x
2
+ 12x 8
35. 8x
3
+ 12x
2
+ 6x + 1
36. 12x
3
17x
2
13x 2
37. 2x
3
11x
2
+ 10x + 8
38. 21x
3
19x
2
12x
39. 16x
4
+ 28x
3
30x
2
40. 12x
3
+ 2x
2
24x
41. 10x
3
19x
2
+ 26x 8
42. 6x
4
22x
3
+ 41x
2
41x + 10
43. (a) 6x
4
28x
3
+21x
2
+21x10
(b) 2x
4
x
3
24x
2
+ 16x + 7
(c) 18x
4
15x
3
13x
2
2x12
44. Let x = 1. Then x+2(x3) = 1+
2(13) = 1+2(2) = 1+(4) =
3. However, (x + 2)(x 3) =
(1 + 2)(1 3) = (3)(2) = 6.
B.5. LINEAR EQUATIONS 121
B.5 Linear Equations
(From page 46.)
1. No. Move all terms containing a
variable to one side of the equa-
tion. Answer should be x = 0
2. Answers vary. One example: 4x
6 = 2x + 10
3. Answers vary
4. x = 8/3
5. x = 20
6. x = 3
7. x = 23
8. x = 14
9. All real numbers
10. x = 7
11. x = 4.6
12. x = 4
13. No solution
14. x =
4
7
15. x =
35
76
16. x =
92
33
17. No solution
18. x =
47
7
19. x =
51
7
20. x =
21
17
21. x =
3
5
22. x =
13
4
23. x =
38
23
24. x =
53
29
25. x =
68
7
26. x =
29
15
27. x =
1
3
28. All real numbers
29. x =
24
5
30. x =
7
5
31. No solution
32. x =
13
8
33. x = 1
34. y = 0.2
35. x =
a+1
a
2
a1
B.6 Geometry
(From page 56.)
1. 16
2. 7 and 8
3. 2
4. 12, 24, 45
5. 22, 24
6. 11, 12, 13
7. 5 feet and 12 feet
8. 152 adults
9. Savanna pitched 3 games, Kayla
pitched 15 games, Cheyenne
pitched 10 games
10. Roger sold 15, Will sold 24, Jacob
sold 27
11. cashier for 3.5 hours, stocked
shelves for 2.75 hours, trained new
employees for 1.75 hours
12. w = 5, l = 13
13. width is 14 ft, length is 49 ft
14. x = 25 ft, y = 50 ft
15. 25 ft by 25 ft
16. (a) 3 gallons for one coat.
(b) 5 gallons for two coats.
17. each angle is 139
18. 48
and 132
19. 54
and 126
20. 48
and 42
21. each angle is 73
22. 35
and 55
23. 85
24. 65
B.7 Percents
(From page 65.)
1. They are the same.
2. They are the same.
3. Job 2
4. Discount of
1
4
is the same as pay-
ing
3
4
of the original amount.
5. Candidate B won by one vote
6. $1500
7. 100
, 50
, 30
8. $6467.89
9. 125 square feet
10. $230.50
11. $21.18
12. $23.08
13. $233.16
14. $180
15. 15%
16. $13, 200
17. $34, 170.74
18. $9, 910
19. 130 games
20. 15.56%
21. 32%
22. $149.45
23. (a) $637.50
(b) $1, 912.50
(c) $318.75
24. (a) interest is $480; account bal-
ance is $12, 480
(b) $12, 979.20
(c) $19.20
25. 6.5%
B.8. PROPORTIONS 123
B.8 Proportions
(From page 71.)
1. (a) 16 ounces
(b) 24 ounces
(c) 11 ounces
2. 4
3
8
cups
3. $62.25
4. 4
1
6
cups of our
5. Missed 16 goals
6. (a) 2
1
2
(b)
5
8
(c) 1
9
16
7. 7 inches
8. 2800 markers
9. 2
1
4
cups
10. 110 miles
11. 85.5 inches
12. 75 teachers
13. 960 female students
14. 500 sh
15. 7 lbs cement, 21 lbs gravel
16. 21 lbs
17. 20.32 cm
18. 35 gallons
19. 14 lbs
20. $1, 174.90
B.9 Linear Inequalities
(From page 80.)
1. [3, )
2. (2, 8]
3. (, 7)
4.
_
3,
11
2
5.
_
3
4
, )
6. (, 14]
7. x 5; [5, )
8. x
2
5
;
_
2
5
,
_
9. x 42 [42, )
10. x 8; (, 8]
11. x <
19
4
;
_
,
19
4
_
12. x
7
4
;
_
7
4
,
_
13. x < 6; (, 6)
14. x
5
4
;
_
,
5
4
15. x
71
150
;
_
,
71
150
16. x >
16
13
;
_
16
13
,
_
17. x 42; (, 42]
18. x 20; (, 20]
19. k 6; (, 6]
20. p <
76
11
;
_
,
76
11
_
21. 3 x 4; [3, 4]
22.
8
15
x <
23
15
;
_
8
15
,
23
15
_
23.
4
3
x <
25
6
;
_
4
3
,
25
6
_
24.
5
3
< x
25
6
;
_
5
3
,
25
6
25.
18
5
x <
38
5
;
_
18
5
,
38
5
_
26.
23
12
x <
37
8
;
_
23
12
,
37
8
_
27. They would need to drive more
than 2800 miles.
28. The average weekly sales would
need to be less than $8, 333.33.
29. (a) when 3 < h 4.
(b) when h > 9
(c) when h 6
B.10 Nonlinear Equations and Inequalities
(From page 91.)
1. x = 12 or x = 12
2. x = 5 or x = 5
3. x =
1
2
or x =
1
2
4. x = 8 or x = 8
5. x =
1
2
or x =
1
2
6. x = 8 or x = 8
7. x = 2
8. x =
1
3
9. x =
3
5
10. x =
3
20
11. x = 50
12. x =
4
3
13. x = 36
14. x = 45
15. x = 64
16. x =
8
3
or x =
4
3
17. x = 2 or x = 5
18. x = 5 or x = 4
19. x = 30 or x = 25
20. x =
2
3
or x =
16
3
21. x < 8 or x > 8
(, 8) (8, )
22. 10 x 10
[10, 10]
23. x 5 or x 5
(, 5] [5, )
24. 8 < x < 8
(8, 8)
25. x < 2 or x > 2
(, 2) (2, )
26. x < 0 or x >
1
7
(, 0)
_
1
7
,
_
27. 0 < x
1
5 _
0,
1
5
28.
1
4
x < 0
_
1
4
, 0
_
29. 0 < x
1
3 _
0,
1
3
30. x 12
[12, )
31. 0 x <
25
6 _
0,
25
6
_
32. x 32
[32, )
33. x 64
[64, )
34. x
16
7 _
16
7
,
_
35. x 7 or x 7
(, 7] [7, )
36. 4 < x < 4
(4, 4)
B.11. LINEAR EQUATIONS IN TWO VARIABLES 125
37.
1
2
x 2
_
1
2
, 2
38. x >
5
6
or x <
11
6 _
,
11
6
_
_
5
6
,
_
39. x 1 or x
9
5
(, 1]
_
9
5
,
_
40.
5
9
< x <
1
9 _
5
9
,
1
9
_
B.11 Linear Equations in Two Variables
(From page 103.)
1. solution
2. not a solution
3. (a) (4,
29
2
)
(b) (2,
1
2
)
(c) (0,
9
2
)
(d) (
9
5
, 0)
4. (a)
_
11
7
, 1
_
(b) (2, 2)
(c)
_
2
7
, 2
_
(d)
_
1,
1
3
_
5. (a)
_
0,
7
5
_
(b) (2, 1)
(c)
_
1
3
, 1
_
(d)
_
3
2
,
2
5
_
6. (a) (4, 0)
(b) (4, 3)
(c) (12, 6)
(d)
_
8
3
,
1
2
_
7.
x y
1
7
3
1
4
1
3
2
17
3
8.
x y
0
2
3
3
19
3
1
2
11
6
9.
x y
5 2
8 4
1
2
3
7 6
10.
x y
0 4
18 2
10
2
3
5
7
3
11.
x y
2
3
3
3
17
2
4 2
1
5
2
12.
-
6
?
y
x
0
tA
tB
tC
tD
For exercises #13#22 there are
many solutions. Given below is
one example for each problem.
13. (0, 1), (1, 4), (2, 9)
-
6
?
y
x
s
s
s
0
14. (0, 2), (4, 0), (4, 4)
-
6
?
y
x
0
t
t
t
15. (0, 1/3), (1, 1/2), (4, 3)
-
6
?
y
x
0
t
t
t
16. (0, 2), (1, 5), (1, 5)
-
6
?
y
x
0
t
t t
B.11. LINEAR EQUATIONS IN TWO VARIABLES 127
17. (3, 0), (2, 1), (2, 1), (1, 2)
-
6
?
y
x
0
t
t
t
t
18. (0, 2), (0, 2), (4, 0), (4, 0)
-
6
?
y
x
0
t
t
t t
19. (0, 5), (0, 5), (5, 0), (5, 0)
-
6
?
y
x
0
t
t
t t
20. (0, 2), (1, 1), (1, 1), (2, 4), (2, 4)
-
6
?
y
x
0
t
t t
t t
21. (0, 5), (1, 7), (1, 3), (2, 5), (2, 9)
-
6
?
y
x
s
s
s
s
s
0
22. (1, 3), (0, 1), (2, 1), (1, 1), (3, 1)
-
6
?
y
x
0
t
t t
t t
B.12 Common Formulas
(From page 108.)
1. A =
1
2
bh
2. A =
1
2
h(b
1
+ b
2
) where h is the
height of the trapezoid and b
1
and
b
2
are the bases of the trapezoid.
3. A = b h
4. (a) P = 2l + 2w
(b) P = 4s
5. (a) S = 2lw + 2lh + 2wh
(b) S = lw + 2lh + 2wh
(c) S = 2x
2
+ 4xh
(d) S = 6x
2
6. l =
A
w
7. h =
2A
b
8. h =
2A
b
1
+b
2
9. b
1
=
2A
h
b
2
10. w =
P2l
2
11. r =
C
2
12. h =
V
r
2
13. s =
Ar
2
r
14. A =
3V
h
15. l =
V
wh
16. 62.4 cm
17. 7 in
18. 56 in
2
19. 81 ft
2
20. 171.6 cm
2
21. 14 mm
22. 12 in
23. 20 cm
24. 16 cm
25. 17.5 in
26. (4x + 10) in
27. (x
2
+ 3x) cm
2
Index
absolute value, 84
equation, 84
inequalities, 89
angles
complementary, 54
supplementary, 53
vertical, 53
area, 106
parallelogram, 108
rectangle, 106
square, 107
trapezoid, 109
triangle, 108
Cartesian coordinate system, 96
complementary angles, 54
counterexamples, 5
exponent, 9
base, 9
exponent rule
converting from negative to positive
exponents, 17
negative exponent, 15
power rule, 12
product rule, 10
quotient rule, 18
raising a product to a power, 13
raising a quotient to a power, 14
zero exponent, 15
interest
compound, 62
principal, 62
simple, 62
Interval notation, 74
linear equation, 38
Addition Property of Equality, 38
clearing fractions, 41
conditional, 46
identity, 46
Multiplication Property of Equality,
38
two variables, 93
linear equations
decimals, 43
linear inequality, 74
Addition Property of Inequality, 75
compound inequality, 77
Multiplication Property of Inequal-
ity, 75
origin, 96
parallelogram, 107
percent, 59
polynomials, 30
addition, 30
multiplication, 31
proportion, 69
quadrant, 96
ratio, 68
rectangular coordinate system, 96
scientic notation, 25
supplementary angles, 53
trapezoid, 109
vertical angles, 53
129

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MATH 10032

b for all real numbers a and b.

9 = 2 + 3 = 5. Hence, we have just shown

b for all a and b.

is the measure of a straight line, supplementary angles

SECTION 1.6 EXERCISES

more than four times its

more than the smallest

Practice 1 Rewrite the following inequalities in interval notation.

6. Kayla must score at least a 87.

= 5. (Answer on page 91.)

21. each angle is 73

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